This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergencyremote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergencyremote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief’, ‘the embodiedness of raising the hand on Zoom’ and ‘energy-draining pre-recorded lectures’. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating.

For this special issue on Navigating in a Measurable Epistemic Landscape we invited contributions from scholars with various disciplinary backgrounds to debate the measurable epistemic values, logics and practices of educational institutions such as school and university. Hence, we further the discussion of Confero’s first issue Managing by Measuring: Academic Knowledge Production under the Ranks (Nylander et al., 2013) by highlighting the measurable epistemic landscape of the broader educational system.

Cover design: Brita Lindvall Leitmann ii iii "My diminutive theory's optical features are set to produce not effects of distance, but effects of connection, of embodiment, and of responsibility for an imagined elsewhere that we may yet learn to see and build here." (Haraway 2004b, 64) "What the mind sees, it tells with words, so goes a saying. The world one knows is the world one sees around oneself-whose limited and hierarchized access is protected with ever-higher and mightier walls. What lies beyond is often thought of as all fable. And although living in two dualistic worlds (here versus there) proves to be still acceptable to the rational mind, living in two and many non-opposing worlds-all located in the very same place as where one is-inevitably inscribes silence. Not from elsewhere, but more specifically, from an elsewhere within here." (Minh-ha 2011, 2) v Prologue-Departing from a basement storage This is a thesis about teacher education, how teacher education flows and moves through student-bodies that are commonly marginalised in society, and how the same students affect their programmes. But, I will start in the basement, one of many departures.The basement storage accompanying the apartment I share with my partner is hard to open. Mattresses, an old shower curtain rod, and winter clothes fall out on the dirty concrete floor in the corridor whenever we try to find something, or tuck something new away in there. These few square meters are crowded with old flea market furniture, banners with political messages, ice skates, and boxes filled with sheet music, glittery clubbing outfits, photos, and the abstract category of 'memories'. Organisation is long overdue.When I start looking through the broken cardboard boxes, I realise that a large amount of the weighty cartons contains the countless notebooks from more than fifteen-year-old and binders with documents from my teacher education programme. There are notes from lectures on Vygotsky, didactical triangles, how to detect dyslexia, women in the Middle Ages, and multilingualism. There are handwritten evaluations from the pupils in my school placements, telling me that I "need to be stricter", but also providing advanced feedback on how I should more carefully bridge instructions and putting pupils to work. Intermixed with my-at times scholastic-but more often inattentive, lecture notes, I find implicit traces of my opinions of the lectures in scribbles of "booooooring" and vast quantities of excited exclamation marks. But there is also evidence of other parallel lives.Crisscrossing the pages, I find lists of landlords (my first years in Stockholm I moved between brief subcontracts about ten times) and poems in the margins (telling tales about my as-ever flourishing anxieties and worries). There are protocols from meetings with NGOs, reminders from my volunteer work at the women's shelter, hurriedly-written phone numbers to someone related to a rehearsal space where I played with my band. There is the folder with the report I made to the Equality Omb...

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