Educational spaces are both material and human sites. While people design and build the physical space of educational institutions, these spaces also shape human behavior, interaction, and thought, playing a crucial role in the articulation of discourse. Critical Discourse Analysis (CDA) in educational research tends to rely primarily on document and text analysis, often overlooking the spatial dimensions of discourse and how social actors interpret the spaces they inhabit. This article presents the use of semiotic codes analysis of educational spaces as a methodological tool for studying discourse in institutions where ethnographic access is limited. Drawing on a qualitative study conducted in twelve Israeli state schools, this article examines how global discourses of entrepreneurialism and aspiration, which promote an ideal of a future-oriented and self-managing individual, are expressed and interpreted in everyday school settings. Through observations, walking interviews, and semiotic analysis, the study demonstrates how spatial articulations, wall texts, and visual displays work together with educators’ interpretations to shape and sometimes contest dominant ideals. The analysis merges critical spatial semiotics with a pragmatic approach to everyday meaning-making, offering a methodologically innovative and reflexive approach to discourse analysis in education.

This article theorizes the experience of using a coach to assist with a baby or young child’s sleep “training” as occurring at the intersection of three broader phenomena: the increasing use of paid experts to advise on intimate life; the porosity of the domestic sphere; and ideologies of mothering that impact sleep. It draws on the vernacular of a growing critical literature on children’s sleep, which understands its practice and representation as symptomatic of culturally and historically specific demands on the organization of space and time, as well as understandings of the child as a site of future potential and human capital. To do so, it draws on a qualitative study of sleep coaches and the mothers who hire them. The authors conducted semi-structured, open-ended interviews with thirty women in Western Canada. The interview data revealed that the sleep deprivation entailed in having a new baby is both a dramatic (and often under-estimated) feature of human facticity and a socially mediated crisis. Paradoxically, the overabundance of expert advice on children’s sleep made mothers more likely to recruit a coach for customized support. The advice coaches provided, and how mothers interpreted it, balanced the pragmatic and the ideological, among other things, revealing poorly evidenced but pervasive anxieties about attachment, independence, mental health, and future well-being.

This article a nalyses i nteractions between a human and a virtual entity, namely, a chatbot. These encounters are considered in the context of cyberspace, understood as a specific social interactional space. They are also examined in the context of an individual’s experiences, which are intertwined with ongoing social and cultural changes. This text engages with research on chatbots, complementing their findings with an in-depth study of the user perspective. The analysis is based on data from an in-depth interview with Laura, conducted as part of a research project on human interactions and relationships with chatbots. The case study of Laura’s experiences explores her perception of interacting with a chatbot, focusing on the meanings humans assign to such interactions, concerning the interviewee’s emic perspective. The article examines how a human interlocutor perceives chatbots and the role they can play in an individual’s life. In addition, the reflection in the text touches on the theme of humans seeing themselves in the responses of a chatbot, which lacks self-awareness and cannot understand the content it produces in the same way a human can. The article deepens understanding of chatbots as everyday companions, virtual friends, and social actors, encounters with whom are part of today’s reality.

COVID-19 has brought about many changes for rural families, affecting their family roles, childcare responsibilities, financial status, and experiences of family stress. In this study, I examine (1) how rural grandparents and their adult children perceive family stress related to their family roles and responsibilities during COVID-19 and (2) how rural grandparents and their adult children have coped with the stress of family roles and responsibilities during COVID-19. Data comes from 44 in-depth interviews. The findings of this study suggest that COVID-19, a family stressor, has been the source of stress among rural grandparents and their adult children. The findings suggest that families adapted through a range of improvised strategies such as relocating, abstaining from employment, taking on additional childcare, and adjusting personal identities to maintain stability during uncertainty. These adaptations were not merely practical but often guided by moral and faith-based reasoning, allowing participants to maintain agency despite constraints. Before the COVID-19 pandemic, grandparents played a significant role in childcare, sometimes to the point of being the primary childcare providers (Harrington Meyer 2014). COVID-19 has further complicated the roles and responsibilities of rural grandparents and their adult children. COVID-19 brought changes to rural families, particularly in the areas of their employment, family roles and relationships, childcare responsibilities, and sense of hope.

In this article, we reflect on the ethical processes and dilemmas we encountered in almost a decade of qualitative research with teenagers about digital technologies and cyber-risk. Our research underscores both the opportunities and challenges of teenagers’ engagements with digital technologies, including cyberbullying and image-based sexual harassment and abuse (i.e., non-consensual sexting), on popular social media platforms. Our current research explores teenagers’ experiences with cyber-risk during the COVID-19 pandemic, including managing homeschooling (due to lockdowns), online addiction, mental health challenges, and encounters with disinformation and misinformation. We discuss our experiences with focus group facilitation and one-to-one semi-structured interviews, specifically our reflections on ethical processes encountered in the field, such as fostering rapport with young participants given the significant age gaps and our lack of knowledge at times, regarding digital technologies or topics like image-based sexual abuse. We also discuss our experiences conducting research with teenagers under the new capacity to consent ethical framework, which positions children and youth as often having agency to consent to research independently from their parents or legal guardians. Here, we detail reflections on navigating a new approach and highlight some of the considerations arising from ascertaining assent and consent. Centralizing issues of developing rapport, trust, and ethical processes related to interactional dynamics during interviews, the paper provides insights and possible strategies for those conducting research with children and youth.

This paper explores the methodological and reflexive implications of using audio diaries in remote qualitative research with healthcare professionals. Drawing on a three-month study involving 18 participants who submitted audio recordings weekly, complemented by follow-up interviews, the article examines how this method enables the collection of rich, emotionally nuanced, and temporally proximate narratives. The audio diary format proved particularly effective for engaging professionals under high emotional and organizational pressure, offering a flexible and participant-led space for reflection. The study also sheds light on the challenges of sustaining participation over time, the importance of ethical responsiveness, and the role of the researcher in supporting engagement at a distance. Ultimately, the paper proposes the concept of long-distance reflexivity to describe how both participants and researchers negotiate meaning, presence, and vulnerability in fully remote research settings.

In June 2022, Thailand became the first country in Asia to decriminalize cannabis, only to face opposition from conservative political forces that are now attempting to pass policies that will recriminalize its recreational use. My qualitative study conducted between summer 2022 and the conclusion of 2024 examines the sociality of 45 cannabis cafés in the capital Bangkok despite these developments, enhanced by my status as having grown up in the city and speaking the Thai language and local Chinese dialects. Employing urban sociological concepts such as Ray Oldenburg’s third places and Lyn Lofland’s notion of the urban experience as characterized by interactions with strangers, I describe Bangkok’s cannabis cafés as third places that reduce the status of the stranger, and thus destress the actor in its lifeworld. These dynamics are argued to counter Bangkok’s over-stimuli and stressor-filled experiences, now challenged by policy developments that place the continuing operations of cannabis cafés in a liminal state.

This paper aims to examine the symbolic struggles embedded in the biographies of internet content creators. Pursuing a relatively new profession that lacks symbolic legitimization necessitates both explanatory and emotional labor to justify a “biographical action scheme” that does not align with existing “institutionalized schedules for organizing biographies,” in Fritz Schütze’s sense. Drawing on interviews with young Polish internet content creators, I analyze these struggles through the lens of Axel Honneth’s concept of the “struggle for recognition” and Michèle Lamont’s notion of “symbolic boundaries.” The empirical analysis suggests that the initial struggle involves proving their worth to close family and friends, who may question the legitimacy of being an influencer compared to a stable 9-to-5 job. This tension is particularly pronounced in intergenerational relationships, such as between children and their parents. The second struggle occurs between content creators and their audiences. Here, the challenge is defending oneself against justified or unjustified accusations and hate speech. The third struggle is inherent to those operating at the intersection of various social fields. For these influencers, who build their content on popular science, the lack of recognition or hostility from the academic community is another serious biographical problem. The necessity to engage in constant power struggles, which demand considerable skill, challenges the widespread perception of internet influencing as a “childish” profession—one that offers an enjoyable job paired with undeservedly high earnings.

The article presents the analysis of two cases of women reconstructed based on autobiographical narrative interviews. They are mothers of many children and are active online, having accounts on Instagram and creating content. Most research focused on the activities of online creators is based on an analysis of their web content. Due to the type of research data, autobiographical narratives and the interpretations of one’s biographical experiences and actions are the main frame of this analysis. Both narrators represent contemporary modern women, combining opposing patterns of tradition and modernity, which are often presented in public discourses as contradictory or mutually excluding. Internet activity seems to remedy the accompanying experience of tension and supports women’s biographical work. What stands out is the identity work undertaken by the two narrators, whose frame of reference is the tension between the planned and voluntary entry into traditionally understood motherhood and the plan for one’s development inscribed in the identity of an educated modern woman socialized in a culture of individualism. In this respect, their online activity appears to have a compensatory function in their biographies.

The article presents a case study of an autobiographical narrative interview with Adam—a young influencer who creates books-related content. Special attention is given to Adam’s relationship with his audience and how it influences his self-perception. Of significant importance to the influencer’s biography are Adam’s non-heteronormative sexual orientation and the stigma associated with it. Using the sociolinguistic tools of Fritz Schütze’s biographical approach and its process structures, Erving Goffman’s theory of stigma, and Anselm Strauss’s concept of social worlds, I attempt to reconstruct the processes related to influencer activity on social media. The analysis reveals tensions between the ideological vision of one’s duties and the necessity to meet the expectations of the audience, including in the context of accusations related to the commodification of queerness. The text attempts to capture the possible biographical meanings of being an influencer and the identity-related entanglements of this role. It also highlights potential disruptions to biographical work caused by activities within social media.