Your browser doesn't support javascript.
Show: 20 | 50 | 100
Results 1 - 4 de 4
SpringerBriefs in Applied Sciences and Technology ; : 107-114, 2023.
Article in English | Scopus | ID: covidwho-2321844


A global pandemic affected the type and place of work in several ways. For coworking places it caused disruptions according to direct (e.g. measures) and indirect (e.g. urban outmigration) reasons. The present chapter focuses on how coworking places in Hungary choose different adaptation strategies to deal with the unprecedented challenge that COVID-19 accounted for. It gives insight into the Hungarian pandemic situation between 2020 and 2022, identifying restrictions and no state financial aid whatsoever which determined the playing field for coworking places. The chapter contains different sections related to the outbreak and the Hungarian coworking landscape as well as coping strategies these alternative workspaces relied on to survive the first two years of the pandemic: location change, size reduction, change of function, and relying on informal networks are the identified ones. © 2023, The Author(s).

The COVID-19 Pandemic and the Future of Working Spaces ; : 242-255, 2022.
Article in English | Scopus | ID: covidwho-2100124
Journal for Critical Education Policy Studies ; 20(1):224-248, 2022.
Article in English | Scopus | ID: covidwho-1887888


In this article, I note an observable social turn in languages arts curricula in Latin America. However, I argue that the effort to contextualize written language and bring everyday uses of writing into the classroom falls short of promoting a critical understanding of some key aspects of how literacies work. To do this, I analyze a recent incident relating to the validity of some official documents used to receive the Covid-19 vaccine in Mexico City. Using a New Literacy Studies framework, I argue that official documents operate in local and practical contexts where local employees have a fundamental role in their validation. I show how the legitimacy of documents is continuously ratified or challenged in the contexts of use. Their validity is subject to interpretation, power dynamics, and social and cultural context grounded in local practices. I conclude that this has important implications for teaching and learning about literacy in school. © 2022, Institute for Education Policy Studies. All rights reserved.