ABSTRACT
This chapter focuses on the experience of a small school community, Lab School Paris (LPS), that endeavoured to document experiences throughout the first lockdown, offering families and pupils the opportunity to participate in collaborative action research designed to better understand how individuals lived through this timeframe and to take their perspectives into consideration in order to collectively craft the “post-lockdown school”. First, it presents the school and the arrangements made to ensure educational continuity during the lockdown; then introduces the chosen theoretical framework: the theory of activity. Since the main evolution of LSP’s activity system comes down to remote teaching, the chapter analyzes the interactions between the tools and the other elements of the activity system. Next, it describes methodology and data, followed by a section on results and a discussion thereof.
