Sociomaterial explorations of attendance practices in ‘schooling without schools’
Mörtsell, Sara LU
(2022)
In Learning, Media and Technology
47(4).
p.512-523
- Abstract
- Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact... (More)
- Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa. (Less)
- Abstract (Swedish)
- Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact... (More)
- Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/3f8872b9-a13b-49f4-9dda-8548ab7e97c6
- author
- Mörtsell, Sara
LU
- publishing date
- 2022
- type
- Contribution to journal
- publication status
- published
- keywords
- Mörtsell
- in
- Learning, Media and Technology
- volume
- 47
- issue
- 4
- pages
- 12 pages
- publisher
- Routledge
- external identifiers
-
- scopus:85125152426
- ISSN
- 1743-9884
- DOI
- 10.1080/17439884.2022.2039939
- language
- English
- LU publication?
- no
- id
- 3f8872b9-a13b-49f4-9dda-8548ab7e97c6
- date added to LUP
- 2025-09-16 15:44:10
- date last changed
- 2025-10-14 11:10:33
@article{3f8872b9-a13b-49f4-9dda-8548ab7e97c6,
abstract = {{Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa.}},
author = {{Mörtsell, Sara}},
issn = {{1743-9884}},
keywords = {{Mörtsell}},
language = {{eng}},
number = {{4}},
pages = {{512--523}},
publisher = {{Routledge}},
series = {{Learning, Media and Technology}},
title = {{Sociomaterial explorations of attendance practices in ‘schooling without schools’}},
url = {{http://dx.doi.org/10.1080/17439884.2022.2039939}},
doi = {{10.1080/17439884.2022.2039939}},
volume = {{47}},
year = {{2022}},
}