| Understanding the intricacies of teacher and student relationships within the web of online classrooms—the flow of power and information, and the dynamics of relations leads us to reimagining and reconfiguring new classroom workflows. The research discusses concepts such as deterritorialization, the rhizome, and critical geography as intersectional points where teachers, students, and other educational stakeholders meet to rethink and reassess fully online learning as an object of analysis. It explores online learning, the internet, and other digital platforms as dynamic, fluid, and volatile spaces. Engaging with these critical discussions offers a new understanding into how our social spaces are increasingly entangled in continuous processes of reconfiguration, and how various social, technological, economic, and political forces shape teaching practices and influence learning experiences. |