ABSTRACT

This paper explores the learning and labour of academics during the beginnings of the novel coronavirus outbreak in 2020. Our photo-based research project surveyed academics about their experiences, and makes visible the impact, of the changing built and virtual environments, on academics’ practices, relationships and identities. We theorise these shifting work-home arrangements, the academics’ learning, their emergent agencies and renegotiations of relationships using the theory of practice architectures. Even though these changes seemed collectively shared, our findings lead us to conclude that the COVID-19 disruptions to academics’ labour were not experienced equally. The agency of academics, their capacity to learn new practices, undoubtedly shaped their responses. However, we believe that academics’ relative privilege also undergirds this agency, although it does not do so in toto. The shifting practice arrangements during the beginnings of the pandemic have enabled and constrained, but these practice architectures have also uncovered, inflected and renewed imaginings long forgotten.

摘要

本文探讨了 2020 年新型冠状病毒爆发初期学者的学习和劳动。我们基于照片的研究项目调查了学者的经历，并展示了不断变化的建筑和虚拟环境对学者实践的影响，关系和身份。我们使用实践架构理论来理论化这些不断变化的工作与家庭安排、学者的学习、他们的新兴机构和关系的重新谈判。尽管这些变化似乎是集体共享的，但我们的研究结果使我们得出结论，COVID-19 对学者工作的干扰并没有得到平等的经历。学者的能动性，他们学习新实践的能力，无疑塑造了他们的反应。然而，我们认为，学者的相对特权也巩固了该机构，尽管它并非完全如此。大流行开始期间不断变化的实践安排已经启用和限制，但这些实践架构也揭示、改变和更新了早已被遗忘的想象。