1. bookVolume 12 (2020): Issue 1 (June 2020)
Journal Details
License
Format
Journal
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
access type Open Access

Distance relationships and educational fragilities: A Student Voice research in digital third spaces

Published Online: 16 Jul 2021
Page range: 34 - 41
Journal Details
License
Format
Journal
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
Abstract

What impact did distance learning and education have on the most fragile students during the COVID-19 emergency? How is ‘educational fragility’ perceived by teachers and school educators, and how did this concept change during the school closure? How did children and young people perceive their remote learning experiences? The pandemic scenario forced to switch from face-to-face to distance educational relationships, triggering new fragilities and increasing digital inequalities. Therefore, in the digital environment of third space, a qualitative Student Voice research was conducted to collect students’, teachers’ and educators’ perceptions of remote schooling via semi-structured interviews. The study was implemented with working university students and school-going students with special educational needs, aged between 7 and 13 years, pursuing the teacher preparation aspect in the field of social justice. Preliminary results show that distance relationships fostered students’ self-regulated learning and awareness of their own learning processes; however, only in-presence schooling is experienced as a real ‘living-learning space.’ All these aspects and especially the practitioners’ awareness of the outcomes of distance education open up a new perspective towards an ecological theory of educational fragility, which could contribute to define new in-depth knowledge-construction tools in support of the education practice.

Keywords

Bhabha, H. (1990). The third space. In J. Rutherford (Ed.), Identity, community, culture and difference (pp. 207–221). London: Lawrence and Wishart. Search in Google Scholar

Bove, C. (2015). Ricerca educativa e formazione. Contaminazioni metodologiche. Milano: Franco Angeli. Search in Google Scholar

Bronfenbrenner, U. (1986). Ecologia dello sviluppo umano. Bologna: Il Mulino. Search in Google Scholar

Canevaro, A. (2015). Nascere fragili. Processi educative e pratiche di cura. Bologna: EDB. Search in Google Scholar

Castells, M. (1996). The Information Age: Economy, society and culture. Vol. I. The rise of the Network Society. Oxford: Blackwell. Search in Google Scholar

Charmaz, K. (2003). Grounded theory: Objectivist and constructivist methods. In N.K. Denzin, & Y.S. Lincoln (Eds.), Strategies for qualitative inquiry (pp. 249-291). Thousand Oaks: SAGE Publications, 2nd ed. Search in Google Scholar

Charmaz, K. (2014). Constructing grounded theory. London: SAGE Publications, 2nd ed. Search in Google Scholar

Cochran-Smith, M. (Ed.) (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press. Search in Google Scholar

D’Alessio, S. (2014). Le normative sui Bisogni Educativi Speciali in Europa e in Italia. Verso un’educazione inclusiva? La prospettiva dei Disability Studies. In P. Gaspari (Ed.), Pedagogia Speciale e BES (pp. 217–244). Roma: Anicia. Search in Google Scholar

Elsden-Clifton, J., & Jordan, K. (2015, July). What’s up DOCC? Creating third space courses in teacher education. Refereed paper presented at the annual conference of the Australian Teacher Education Association (ATEA), Strengthening partnerships in teacher education: Building community, connections and creativity, Darwin. Search in Google Scholar

Fantozzi, D. (2020). Interdisciplinarità e bisogni educativi speciali in tempi di lockdown sanitario obbligatorio: una connessione reale anche in ambiente virtuale, Italian Journal of Special Education for Inclusion, 8(1), 138–148. Search in Google Scholar

Girelli, C., & Bevilacqua, A. (2018). Leggere le fragilità educative a scuola per intervenire. Una ricerca per sostenere i processi di crescita degli studenti nelle scuole trentine. Trento: IPRASE. Search in Google Scholar

Grion, V., & Cook-Sather, A. (Eds.) (2013). Student Voice: prospettive internazionali e pratiche emergenti in Italia. Milano: Guerini. Search in Google Scholar

Gui, M. (2007). Disuguaglianze in rete. Il divario di competenze e strategie d’uso di Internet nella teoria sociale e in due studi empirici su giovani italiani, Polis, 21(2), 245–273. Search in Google Scholar

Hallman, H.L. (2012). Community-based field experiences in teacher education: Possibilities for a pedagogical third space, Teaching Education, 23(3), 241–263. Search in Google Scholar

Hargittai, E. (2002). Second level digital divide: Differences in people’s online skills, First Monday, 7(4). Retrieved from https://firstmonday.org/ojs/index.php/fm/article/view/942/864 Search in Google Scholar

Hargittai, E., & Hsieh, Y.P. (2013). Digital inequality. In W.H. Dutton (Ed.), The Oxford handbook of Internet studies (pp. 129–150). Oxford: Oxford University Press. Search in Google Scholar

Hulon, S.I., Tucker, M.H., & Green A.M. (2020). Virtual professional learning for in-service teachers to support teaching and learning in online environments. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 43–46). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/216903/ Search in Google Scholar

Lucisano, P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD “Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19”. Retrieved from http://www.edaforum.it/ojs/index.php/LLL/article/view/551 Search in Google Scholar

Lumbelli, L. (1984). Qualità e quantità nella ricerca empirica in pedagogia. In E. Becchi, & B. Vertecchi (Eds.), Manuale critico della sperimentazione e della ricerca educativa (pp. 101–133). Milano: Franco Angeli. Search in Google Scholar

Mortari, L. (promoter) (2020). La didattica al tempo del Covid-19: i vissuti degli insegnanti. Research study in progress. Retrieved from https://www.cislscuola.it/fileadmin/cislscuola/content/Scuola_e_formazione/2020/02_2020/60-65_Mortari.pdf Search in Google Scholar

Palmieri, C. (2016). L’educatore nei servizi: marginalità, svantaggio, disabilità, Annali online della Didattica e della Formazione Docente, 8(11), 85–97. Search in Google Scholar

Pane, D.M. (2009). Third space: Blended teaching and learning, Journal of the Research Center for Educational Technology (RCET), 5(1), 64–92. Search in Google Scholar

Potter, J., & McDougall, J. (2017). Digital media, culture & education. Theorising third space literacies. London: Palgrave Macmillan. Search in Google Scholar

Save the Children (2020, September 4). La scuola che verrà. Retrieved from https://s3.savethechildren.it/public/files/uploads/pubblicazioni/la-scuola-che-verra.pdf Search in Google Scholar

Schön, D.A. (1993). Il professionista riflessivo. Per una nuova epistemologia della pratica professionale. Bari: Dedalo. Search in Google Scholar

Taylor, M., Klein, E.J., & Abrams, L. (2014). Tensions of reimagining our roles as teacher educators in a third space: Revisiting a co/autoethnography through a faculty lens, Studying Teacher Education, 10(1), 3–19. Search in Google Scholar

Tusini, S. (2006). La ricerca come relazione. L’intervista nelle scienze sociali. Milano: Franco Angeli. Search in Google Scholar

UNESCO (2020, April 21). Adverse consequences of school closures. Retrieved from https://en.unesco.org/covid19/educationresponse/consequences Search in Google Scholar

Van Dijk, J. (2005). The deepening divide: Inequality in the information society. Thousand Oaks: SAGE Publications. Search in Google Scholar

Wessels, B. (2013). The reproduction and reconfiguration of inequality. Differentiation and class, status and power in the dynamics of digital divides. In M. Ragnedda, & G.W. Muschert (Eds.), The digital divide. The Internet and social inequality in international perspective (pp. 17–28). London: Routledge. Search in Google Scholar

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education, Journal of Teacher Education, 61(1–2), 89–99. Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo