Mutual capabilities : Digital platforms in unpredictable pedagogical encounters
Mörtsell, Sara LU
(2025)
In Pedagogy, Culture & Society
33(5).
p.1669-1686
- Abstract
- This paper examines the implications of platforms as a repertoire for knowing and relating the intensities of pandemic restrictions on teaching and schoolwork. Building on platformisation in education, what work platforms do in unpredictable everyday pedagogical encounters is investigated. Specifically, the paper explores a methodological potential with platforms’ capabilities to pull some things together while supressing others. Drawing on ethnographic interviews with teachers and students in Sweden in 2021, everyday platform practices such as handling assignments, requests to connect online, and repetitive notifications are analysed with actor-network theory. Tensions of discomforts, resistance, and trust unfold critical acknowledgements... (More)
- This paper examines the implications of platforms as a repertoire for knowing and relating the intensities of pandemic restrictions on teaching and schoolwork. Building on platformisation in education, what work platforms do in unpredictable everyday pedagogical encounters is investigated. Specifically, the paper explores a methodological potential with platforms’ capabilities to pull some things together while supressing others. Drawing on ethnographic interviews with teachers and students in Sweden in 2021, everyday platform practices such as handling assignments, requests to connect online, and repetitive notifications are analysed with actor-network theory. Tensions of discomforts, resistance, and trust unfold critical acknowledgements of digital platforms as more complex objects than shaping pedagogical encounters prior to their practices. Instead, capabilities emerge as mutually rendered. The analysis shows that platforming well-bounded domains for clearer and more flexible teaching and schoolwork incoherently make educational practices less so, highlighting crucial openings to surprise and curiosity of pedagogical encounters. (Less)
- Abstract (Swedish)
- This paper examines the implications of platforms as a repertoire for knowing and relating the intensities of pandemic restrictions on teaching and schoolwork. Building on platformisation in education, what work platforms do in unpredictable everyday pedagogical encounters is investigated. Specifically, the paper explores a methodological potential with platforms’ capabilities to pull some things together while suppressing others. Drawing on ethnographic interviews with teachers and students in Sweden in 2021, everyday platform practices such as handling assignments, requests to connect online, and repetitive notifications are analysed with actor-network theory. Tensions of discomforts, resistance, and trust unfold critical... (More)
- This paper examines the implications of platforms as a repertoire for knowing and relating the intensities of pandemic restrictions on teaching and schoolwork. Building on platformisation in education, what work platforms do in unpredictable everyday pedagogical encounters is investigated. Specifically, the paper explores a methodological potential with platforms’ capabilities to pull some things together while suppressing others. Drawing on ethnographic interviews with teachers and students in Sweden in 2021, everyday platform practices such as handling assignments, requests to connect online, and repetitive notifications are analysed with actor-network theory. Tensions of discomforts, resistance, and trust unfold critical acknowledgements of digital platforms as more complex objects than shaping pedagogical encounters prior to their practices. Instead, capabilities emerge as mutually rendered. The analysis shows that platforming well-bounded domains for clearer and more flexible teaching and schoolwork incoherently make educational practices less so, highlighting crucial openings to surprise and curiosity of pedagogical encounters. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/fffe2daf-0027-40ee-aeec-b229bcdc7ef0
- author
- Mörtsell, Sara
LU
- publishing date
- 2025
- type
- Contribution to journal
- publication status
- published
- in
- Pedagogy, Culture & Society
- volume
- 33
- issue
- 5
- pages
- 1669 - 1686
- external identifiers
-
- scopus:85199339517
- DOI
- 10.1080/14681366.2024.2382893
- language
- English
- LU publication?
- no
- id
- fffe2daf-0027-40ee-aeec-b229bcdc7ef0
- date added to LUP
- 2025-09-16 16:15:00
- date last changed
- 2025-10-14 09:45:52
@article{fffe2daf-0027-40ee-aeec-b229bcdc7ef0,
abstract = {{This paper examines the implications of platforms as a repertoire for knowing and relating the intensities of pandemic restrictions on teaching and schoolwork. Building on platformisation in education, what work platforms do in unpredictable everyday pedagogical encounters is investigated. Specifically, the paper explores a methodological potential with platforms’ capabilities to pull some things together while supressing others. Drawing on ethnographic interviews with teachers and students in Sweden in 2021, everyday platform practices such as handling assignments, requests to connect online, and repetitive notifications are analysed with actor-network theory. Tensions of discomforts, resistance, and trust unfold critical acknowledgements of digital platforms as more complex objects than shaping pedagogical encounters prior to their practices. Instead, capabilities emerge as mutually rendered. The analysis shows that platforming well-bounded domains for clearer and more flexible teaching and schoolwork incoherently make educational practices less so, highlighting crucial openings to surprise and curiosity of pedagogical encounters.}},
author = {{Mörtsell, Sara}},
language = {{eng}},
number = {{5}},
pages = {{1669--1686}},
series = {{Pedagogy, Culture & Society}},
title = {{Mutual capabilities : Digital platforms in unpredictable pedagogical encounters}},
url = {{http://dx.doi.org/10.1080/14681366.2024.2382893}},
doi = {{10.1080/14681366.2024.2382893}},
volume = {{33}},
year = {{2025}},
}