ABSTRACT

In response to the COVID-19 pandemic, the Polish government decided to shut down all public and private institutions, including schools, from 12 March 2020. Since then, 4.58 million students from 24,000 schools have remained in their homes and practiced distance learning. Distance learning has greatly affected children’s social practices, including domestic, everyday, specialist, and cultural practices. This paper applies social practice theory, rooted in Schatzki’s ontological theory of practices, and Shove, Pantzar, and Watson’s structure of social practices to study the changes to migrant primary school children’s social practices during distance learning in Poland. The data are derived from a subsample of a larger qualitative study of the transnational transition processes of migrant children in Poland. This paper investigates how the COVID-19 lockdown and distance learning have prompted migrant primary school children to reflect on the transformation of traditional social practices and the value of school.

抽象的

为了应对COVID-19大流行，波兰政府决定从2020年3月12日起关闭所有公共和私人机构，包括学校。此后，来自24,000所学校的458万学生留在家中并进行远程学习。远程学习极大地影响了儿童的社会习惯，包括家庭，日常，专长和文化习惯。本文运用植根于沙茨基的本体论实践理论的社会实践理论，以及肖夫，潘扎尔和沃森的社会实践结构，研究了波兰远程学习期间移民小学生的社会实践的变化。数据来自对波兰移徙儿童的跨国过渡过程进行的大规模定性研究的子样本。