| Abstrakt: |
The most recent wave of the coronavirus outbreak in Vietnam has exerted significant pressure on the local education system, necessitating a conversion in the mode of teaching to an online environment. Using trioethonography, as the combination of duoethnography and photography methodologies (Le et al., 2021), we sought to explore how Covid-19 challenges, and potentially changes, educational practices -- especially as these practices pertain to vulnerable and disadvantaged communities. Central to our study are three voices of education, namely administrators, teachers, and students with online education experience during the Covid-19 pandemic and rooted within three key topics: teaching marginalized students, organising online teaching, and learning motivation. We found that intrinsic motivation is a variable of great importance. In addition to this, a central finding was that some people unexpectedly found themselves marginalised by the pandemic's impact. Our paper further contributes to the trioethnographic method with our innovative practice: the significance of trioethnography is the number of voices, not the number of researchers. [ABSTRACT FROM AUTHOR] |
