Dr Claudia Lampert, Paul Petschner, Andreas Dertinger and Jane Müller describe how families dealt with the challenges of distance learning during the corona-induced lockdown in the journal MedienPädagogik. The article is available as an open access publication.
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Abstract
In March 2020, school closures occurred across the country due to the Covid-19 pandemic. Teachers, parents and their school-aged children were caught completely unprepared by this situation. The article examines this first phase of distance learning with regard to the accompanying demands on families and changed family interaction processes. Focusing on media-related negotiation processes and changed constellations of media practices, the results of a qualitative survey with six families of an existing longitudinal panel are presented. At the time of the survey in April/May 2020, the children were in the sixth grade. The interaction processes are described based on the approach of communicative figurations with a focus on family negotiation processes in the area of tension between autonomy and heteronomy. The findings illustrate the challenges that are associated with the (exceptional) situation of distance schooling and how heterogeneously families deal with them. In family interaction, new degrees of freedom and demands for independent action on the part of the children arise, which have to be negotiated and mastered within the family.
Petschner, P., Dertinger, A., Lampert, C., & Müller, J. (2022): „Ich habe eigentlich das Gefühl, so, wie es jetzt im Augenblick läuft, wird diese Lerntätigkeit auf die Eltern abgewälzt“: Eine figurationsanalytische Betrachtung von Familien während der ersten Phase der Covid-19-Pandemie [“Actually, I Have the Feeling That the Way Things Are Going Right Now, This Learning Activity Is Being Shifted onto the Parents”: A Figuration-Analytical View of Families during the First Phase of the COVID-19 Pandemic]. In: MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung, 46(Parents - Educators - Literacy), pp. 179–197. https://doi.org/10.21240/mpaed/46/2022.01.19.X
