Educational relations and educational space: daily school life before and during the pandemic

Journal title SOCIOLOGIA E RICERCA SOCIALE
Author/s Silvia Carbone
Publishing Year 2023 Issue 2022/129
Language Italian Pages 25 P. 63-87 File size 263 KB
DOI 10.3280/SR2022-129003
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

During the pandemic, there were many health and educational policy projects and measures developed for the school world. The subject of this paper is an analysis of the sociological reconstruction onto which the current conceptions of educational relations are grafted, in an era marked by the change in educational spaces, and the strong affirmation of technologies, especially following that precise historical period after the adoption of the Covid-19 school protocols that defined the use of distance teaching. The basic hypothesis is to understand to what extent the change of the educational space has affected the educational relationship, from the teachers’ viewpoint. To this end, 35 teachers working in the primary and secondary schools of the city of Messina were interviewed. The goal was to gather the experience from the difficulties and discoveries, adopted during the Covid, that have characterized a break from everyday life that characterized the pre-pandemic school, showing a gap between educational space and educational relationship. An in-depth interview was given as a survey tool. TLab was used as text analysis software. The research has made it possible not only to rework the emotional experiences related to online teaching, but also to reconstruct the daily socio-relational plots of the school community. The results show that: a) the quality of educational relations moves through a new spatialization of the educational sphere based on new emerging networks, and consolidated both by new technologies, and by the use of innovative and reticular forms of communication; b) teacher training becomes a cross-cutting issue that can open up new possibilities for rethinking and reshaping educational relations outside the traditional school space.

  1. A. Bańka, Z. Łącała, Cz. Noworol, Z. Ratajczak (2002), University Management. Governance Efficiency and efficacy of administration, Warzawa, Uniwersytet Jagielloński.
  2. G. Bernbaum (1977), Knowledge and Ideology in the Sociology of Education, London, The Macmillan Press Ltd.
  3. B. Bernstein (1974), Sociology and the sociology of education: A brief account, in J. Rex (eds.), Approaches to Sociology, London, Routledge & Kegan Paul.
  4. P. Bourdieu, J.C. Passeron (1970), La reproduction: Elements pour une théorie du système d’enseignement, Paris, Les Editions de Minuit.
  5. E. Cavalli, A. Lorenzi (2000), Metodologia e tecnologia per l’e-learning, Atti del Congresso annuale Aica, Taormina, Milano, Associazione italiana per l’informatica e il calcolo automatico (Aica).
  6. A. Cicourel, J. Kitsuse (1963), The Educational Decision-makers, New York, The Bobbs-Merrill Company.
  7. M. Colombo, E. Rinaldi, D. Poliandri (2020), «Gli impatti dell’emergenza COVID-19 sul sistema scolastico-formativo in Italia», Scuola democratica, early access, DOI: 10.12828/97098
  8. S. Daffron, E. Webster (2006), «Upon reflection: a case study of a simultaneus hybrid classroom», Distance Learning, 3, 3, pp. 25-34.
  9. M.C. Derouet-Besson (1998), Les murs de l’école. Élément de réflexion sur l’éspace scolaire, Paris, Editions Métailié.
  10. E. Durkheim (1968), Education et sociologie, Paris, Puf.
  11. B. Edmunds, M. Hartnett (2014), «Using a learning management system to personalise learning for primary school students», Journal of Open, Flexible and Distance Learning, 18, 1, pp. 11-29.
  12. P. Epstein (2006), «Online, campus, or blended learning: What the consumers prefer and why», Distance Learning, 3, 3, pp. 35-37.
  13. G. Fele, I. Paoletti (2003), L’interazione in classe, Bologna, il Mulino.
  14. M. Foucault (1976), Surveiller et punir. Naissance de la prison, Paris, Gallimard.
  15. M. Foucault (2006), Utopie. Eterotopie, Roma, Cronopio.
  16. P. Gammage, E. Meighan, E. Janet (1993), Early Childhood Education: Taking Stock, Wales, Eric.
  17. L. Genovese, S. Kanizsa (1994), Manuale della gestione della classe nella scuola dell’obbligo, Milano, FrancoAngeli.
  18. H. Garfinkle (1967), Studies in Ethnomethodology, New York, Prentice-Hall, Englewood Cliffs.
  19. O. Giancola, L. Piromalli (2020), «Apprendimenti a distanza a più velocità. L’impatto del Covid-19 sul sistema educativo italiano», Scuola democratica, early access, DOI: 10.12828/97097
  20. C. Giovannella, M. Passarelli, D. Persico (2020), Measuring the effect of the Covid-19 pandemic on the Italian Learning Ecosystems at the steady state: a school teachers’ per­spective, pre-print, -- https://www.researchgate.net/publication/343127257_Mea­suring_the_effect_of_the_COVID-19_pandemic_on_the_Italian_Learning_Ecosys­tems_at_the_steady_state_a_school_teachers%27_perspective.
  21. E. Goffman (1961), Asylums. Essays on the social situation of mental patients and other inmates, New York, Anchor Books, Doubleday & Company, Inc.
  22. C. Greenhow, C. Lewin (2015), «Social media and education: Reconceptualizing the boundaries of formal and informal learning», Learning Media and Technology, 41, 1, pp. 1-25.
  23. G. Gueudet, B. Pepin, H. Sabra, L. Trouche (2016), «Collective design of an e-textbook: Teachers’ collective documentation», Journal of Mathematics Teacher Education, 19, 2, pp. 187-203,
  24. M. Gui (2019), Il digitale a scuola. Rivoluzione o abbaglio?, Bologna, il Mulino.
  25. G. Jacquinot (2002), Absence et présence dans la médiation pédagogique ou comment faire circuler les signes de la présence, in R. Guir (sous la dir. de), Pratiquer les Tice, former les enseignants et les formateurs à de nouveaux usages, Bruxelles, De Boeck.
  26. A. Johansson, M. Glauman (2014), Leveraging Ict for a world-class education system, -- https://www.adlittle.com/sites/default/files/viewpoints/TIM_2014_Leveraging_ICT_for_a_World-Class_Education_System.pdf.
  27. L. Johnson, S. Adams Becker, C. Hall (2015), NMC technology outlook for Scandinavian schools. A horizon project regional report, Austin, The New Media Consortium.
  28. D. Laurillard (2012), Teaching as a design science: building pedagogical patterns for learning and technology, New York, Routledge.
  29. B. Lochner, R. Conrad, E. Graham (2015). «Secondary teachers’ concerns in adopting learning management systems: A US perspective», TechTrends, 59, pp. 62-70,
  30. F. Loyer (1993), Prelude: de l’architecture scolaire, in A.M. Châtelet (sous la dir. de), Paris a l’école ‘qui a eu cette idée folle, Paris, Edition du Pavillon de l’arsenal, Picard Éditeur.
  31. J. Lu, N.W.Y Law (2012), «Understanding collaborative learning behavior from Moodle log data», Interactive Learning Environments, 20, 5, pp. 451-66, DOI: 10.1080/10494820.2010.529817
  32. J. Luo, C.K.Y. Chan (2020), «An exploratory study on teacher assessment literacy: do novice university teachers know how to assess students’ written reflection?», Teachers and Teaching, 26, 2, pp. 214-28.
  33. A. Maccarini (2003), Lezioni di sociologia dell’educazione, Trento, Cedam.
  34. R. Maragliano (1996), Esseri multimediali. Immagini del bambino di fine millennio, Firenze, La Nuova Italia.
  35. S. Martelli (1996), Videosocializzazione. Processi educativi e nuovi media, Milano, FrancoAngeli.
  36. G.H. Mead (2010), Mente, sé e società, Milano, Giunti.
  37. J. Monaghan (2001), Teachers’ classroom interactions in Ict-based mathematics lessons, in M. van den Heuvel-Panhuizen (ed.), Proceedings of the 25th Conference of the International Groups for the Psychology of Mathematics Education, 3, pp. 383-90.
  38. M. Morcellini (1997), Passaggio al futuro. Formazione e socializzazione tra vecchi e nuovi media, Milano, FrancoAngeli.
  39. A. Nalaskowski (2002), Przestrzenie i miejsca szkoły, Krakòw, Wyd. Impuls.
  40. A. Orellana, T. Hundings, M. Simonson (2009), Designing the perfect online course: Best parctices for deisgning and teaching, New York, Charlotte.
  41. C. Ottaviano (2001), Mediare i media. Ruolo e competenze del media educator, Milano, FrancoAngeli.
  42. T. Parczewska (2020), «Difficult situations and ways of coping with them in the experiences of parents homeschooling their children during the Covid-19 pandemic in Poland», Education, 3, pp. 1-12.
  43. S. Psycharis S (2013), «Moodle as a learning environment in promoting conceptual understanding for secondary school students», Eurasia Journal of Mathematics, Science and Technology Education, 9, 1, p. 21,
  44. M. Ranieri (2020), «La scuola dopo la Dad. Riflessioni intorno alle sfide del digitale in educazione», Studi sulla formazione, 3, 2, pp. 69-76.
  45. L. Ribolzi (2002), Formare gli insegnanti. Lineamenti di sociologia dell’educazione, Roma, Carocci.
  46. R. Rosenthal, L. Jacobson (1968), Pygmalion in the Classroom, New York, Holt, Rinehart & Winston, rist. 1970.
  47. P. Sabot (2012), «Linguaggio, società, corpo. Utopie ed eterotopie in Michel Foucault», Materiali foucaultiani, 1, 1, pp. 17-35.
  48. M. Santagata, T. Tavoni (2001), E-learning: Pensare l’istruzione di domani?, Bologna, il Mulino.
  49. M. Santagati (2022). «School closure and learning experience in Italy. Giving voice to students, families, and teachers during the Covid-19 pandemic», Rassegna italiana di sociologia, 1, pp. 1-27.
  50. M. Santagati, V. Pandolfini (2017), Education, in L. Lombi, M. Marzulli (eds.), Theorising sociology in the digital society, Milano, Franco Angeli.
  51. A.Schizzerotto, C. Barone (2006), Sociologia dell’istruzione, Bologna, il Mulino.
  52. G. Simmel (1908), Soziologie. Untersuchungen über die Formen der Vergesellschaftung, Leipzig: Duncker & Humblot.
  53. J. Taylor (1978), L’organizzazione delle attività didattiche: come operare il passaggio dall’insegnamento tradizionale a quello moderno nella scuola materna ed elementare, Milano, EmmeEdizioni.
  54. Ucisa Report (2016), Survey of Technology Enhanced Learning for higher education in the UK, Oxford, University of Oxford.
  55. J.D.M. Underwood, J. Stiller (2014), «Does knowing lead to doing in the case of learning platforms?», Teachers and Teaching, 20, 2, pp. 229-46, DOI: 10.1080/13540602.2013.848569
  56. Unesco, Reopening Schools: When, Where and How?, -- https://en.unesco.org/news/reopening-schools-when-where-and-how, accessed on 13 March 2021.
  57. B. Williamson, R. Eynon, J. Potter (2020), «Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency», Learning, Media and Technology, 45, 2, pp. 107-14.
  58. M.F.D. Young (1971), An Approach to the Study of Curricula as Socially Organized Knowledge, in M.F.D Young (ed.), Knowledge and Control, London, Collier-Macmillan.
  59. M.F.D. Young, N. Keddie (n.d.), New directions: Is there anything happening in socioiogy?, unpublished paper.

Silvia Carbone, Relazione educativa e spazio educativo: la quotidianità scolastica prima e durante la pandemia in "SOCIOLOGIA E RICERCA SOCIALE " 129/2022, pp 63-87, DOI: 10.3280/SR2022-129003