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- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19
- 2020
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 2. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19 : The New Normal
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
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Tidskriftsartikel (refereegranskat)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 3. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19—1 Year Later
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 3:3, s. 1073-1223
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Tesar, Marek, et al.
(författare)
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Infanticides : The unspoken side of infantologies
- 2021
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (refereegranskat)abstract
- Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a philosophy of the infant, which is not tied to either developmental psychology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning from the infant, that is critical, historical, and from the bottom up, so to speak. At the same time, the series of articles aims to create a thematic philosophical view that does not take for granted the normal set of conventions and assumptions made about the infant and about infancy, an important aspect given that infants and babies have a huge number of experts in medicine, law, education, religion, social work, and baby organizations like Plunket that have developed accepted bodies of knowledge, procedures, and routines about the infant and what is in the infant’s best interests. Historically, we have good reason to doubt this expertise. Also, women who give birth and parents, and other family members, all assume opinions and practices based on actual lived experience. Everyone, it seems, speaks for the infant saving the infant herself who cannot speak or, at least, is not able to articulate verbally their experiences or their expectations or requirements. This series has tried to provide fresh perspectives on these matters through the process of collective writing based on an approach to educational philosophy.
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