What does this research mean for the field?

Teachers and school leaders who resisted the post-pandemic return to normal developed alternative educational practices—such as centering student desires, improving informal inclusion, and shifting school governance—that demonstrate viable pathways for better educational futures. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.CHALLENGES_CONSENSUS.

What question did this study set out to answer?

To examine how teachers and school administrators resisted pressure to return to pre-pandemic routines by establishing alternative pedagogical and structural practices.

September 8, 2026Teachers and TeachingOpen Access

Re-setting education: lessons learned from the COVID-19 pandemic

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Authors

JAJulie Allan FPFrancesca Peruzzo

Discussion

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Overview

Qualitative ethnographic study reveals non-traditional pedagogical practices among educators, highlighting alternative pathways for educational reform after pandemic disruptions.

Key Points

To examine how teachers and school administrators resisted pressure to return to pre-pandemic routines by establishing alternative pedagogical and structural practices.
Conducted a two-year qualitative ethnographic study within the Education RESET project across schools in Malaysia and Italy.
Employed participant observation, semi-structured interviews, and focus groups with classroom teachers and school leadership.
Interpreted observed educational practices using assemblage theory and method assembly frameworks.
Identified four distinct counter-normative practices: engaging student desires, enhancing informal inclusion, resisting rigid student categorization, and shifting spatial school governance.
Characterized these adaptations as core structural movements: centering student agency, bridging relational distances, de-emphasizing administrative labels, and decentering educator authority.

Cite This Study

Allan et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd74958e84d0ff5b45ceb https://doi.org/10.1080/13540602.2026.2720962

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September 8, 2026Teachers and TeachingOpen Access

Re-setting education: lessons learned from the COVID-19 pandemic

View Full Paper

Ask AI

Bookmark

Authors

JAJulie Allan FPFrancesca Peruzzo

Discussion

Member takes

Overview

Qualitative ethnographic study reveals non-traditional pedagogical practices among educators, highlighting alternative pathways for educational reform after pandemic disruptions.

Key Points

To examine how teachers and school administrators resisted pressure to return to pre-pandemic routines by establishing alternative pedagogical and structural practices.
Conducted a two-year qualitative ethnographic study within the Education RESET project across schools in Malaysia and Italy.
Employed participant observation, semi-structured interviews, and focus groups with classroom teachers and school leadership.
Interpreted observed educational practices using assemblage theory and method assembly frameworks.
Identified four distinct counter-normative practices: engaging student desires, enhancing informal inclusion, resisting rigid student categorization, and shifting spatial school governance.
Characterized these adaptations as core structural movements: centering student agency, bridging relational distances, de-emphasizing administrative labels, and decentering educator authority.

Cite This Study

Allan et al. (2026) studied this question.

synapsesocial.com/papers/6a9fd74958e84d0ff5b45ceb https://doi.org/10.1080/13540602.2026.2720962

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