During the COVID-19 lockdown, parents and caregivers were asked to take greater responsibility for their children's education while they were unable to attend school. In this commentary, we report on data sourced from 243 participants in the Tasmania Project in Australia about their experiences of learning from home during COVID-19 lockdown. We engage with ideas about boundaries and bounding processes to understand how participants perceived challenges to their children's learning from home. They identified a lack of physical space for children's work to be performed and a lack of time, skill, and confidence to support them. We explore the bounding processes inherent to understanding and constituting education through identity, space, and place making and consider the ways in which these processes were revealed in the challenges identified by respondents. We argue that home learning disrupted known practices associated with education and schooling and challenged accepted categories and socio-spatial divisions created by institutionalisation. We anticipate that exploring the challenges of home learning during COVID-19 from the perspectives of parents and caregivers will inform future home–school partnerships.

中文翻译：

---

从家庭学习中学习：跨越地点和身份的界限

在 COVID-19 封锁期间，父母和看护人被要求在孩子无法上学的情况下对他们的教育承担更大的责任。在这篇评论中，我们报告了来自塔斯马尼亚项目243 名参与者的数据在澳大利亚关于他们在 COVID-19 锁定期间在家学习的经历。我们参与有关边界和边界过程的想法，以了解参与者如何看待孩子在家学习面临的挑战。他们发现缺乏供儿童完成工作的物理空间，也缺乏支持他们的时间、技能和信心。我们通过身份、空间和场所营造探索理解和构成教育所固有的边界过程，并考虑在受访者确定的挑战中揭示这些过程的方式。我们认为，家庭学习扰乱了与教育和学校教育相关的已知实践，并挑战了由制度化造成的公认类别和社会空间划分。