ABSTRACT

This essay explores the multifaceted underpinning that spaces provide to social affairs, in particular, educating. It does this by examining a particular episode, involving spaces of educating, that reveals this support through its undermining: the sudden rushes to home and online teaching that university instructors in the US underwent in the spring of 2020. Part one of the essay outlines a practice theoretical account of the spaces of social life according to which there are three principal spaces of sociality: material spaces, activity spatialities, and places. Part Two uses this account to diagnose spatial challenges that instructors faced that spring when they suddenly found themselves at home teaching. The contrast between what happened then and normal educating at universities makes clear just how crucial diverse spatial features of social life can be to the successful carrying on of education practices. The conclusion points out that this episode also affirms that one form of continuing education for educators is becoming conscious of, better appreciating, and acting on things they already know.

摘要

本文探讨了空间为社会事务，特别是教育提供的多方面基础。它通过研究涉及教育空间的特定事件来做到这一点，该事件通过其破坏揭示了这种支持：美国大学教师在 2020 年春季经历的突然回家和在线教学。文章的第一部分概述了实践对社会生活空间的理论解释，根据该理论，存在三个主要的社会空间：物质空间、活动空间和场所。第二部分使用这个描述来诊断教师在那个春天突然发现自己在家教学时面临的空间挑战。当时发生的事情与大学正常教育的对比清楚地表明，社会生活的多样化空间特征对于教育实践的成功进行是多么重要。结论指出，这一事件也肯定了教育工作者的一种继续教育形式正在变得意识到、更好地欣赏和行动他们已经知道的事情。