What do We Talk About When We Talk About Post-Pandemic Time in School Education?

Reflections on Temporal Plasticity of Post-Pandemic School Education


  • Samira Alirezabeigi Methodology of Educational Sciences Research Group, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium https://orcid.org/0000-0003-2783-4438




algorhythms, post-pandemic school, taskification, accident, plasticity


This paper reflects on post-pandemic school condition and speculates the temporal characteristics of post-pandemic school education based on an empirical school study. By conceptualising pandemic as an accident as developed by Malabou (2012) and adopting the timescape perspective as a methodological device to identify the characteristics of post-pandemic schools, this paper reflects on an ethnographic study of a school which adopts a bring your own device (BYOD) policy. The paper identifies three turns for post-pandemic school condition, namely a turn towards algorhythmic patterns (Miyazaki, 2012), infraschoolization and taskification of classroom practices (Alirezabeigi, 2021). By showing how classroom practices are organized around devices, students and teachers, the paper elaborates on spatiotemporal reconfigurations of schools and centrality of tasks for post-pandemic education. Based on these turns and the concept of plasticity, the paper concludes that the post-pandemic condition can be described as a plastique stability after the accident of pandemic.


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Author Biography

Samira Alirezabeigi, Methodology of Educational Sciences Research Group, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium

Post-doctoral researcher at the research group of Methodology of Educational Sciences Research Group, University of Leuven, Belgium. Her research interests include temporalities of digital education, automation of the educational work through platformization, STS studies, and philosophy of education.


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