This book examines how educational equity is affected during crises – specifically the COVID-19 pandemic. Three key concerns emerge for children’s and young people’s education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the book’s foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage.
Author(s): Emily S. Rudling, Sherridan Emery, Becky Shelley, Kitty te Riele, Jessica Woodroffe, Natalie Brown
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 181
City: Cham
Acknowledgements
Contents
About the Authors
List of Abbreviations
List of Figures
Chapter 1: Facing a Crisis: Foregrounding the Future
Introduction
Conceptual Tools
Overview of the Book
Conclusion
References
Chapter 2: Educational Vulnerability During COVID-19
Introduction
Gender and Identity
Racism and Discrimination
Children and Young People with Disability
Poverty
Precarity
Conclusion
References
Chapter 3: Lessons from Crises and Disasters: Then and Now
Introduction
Section 1: Introducing the Selected Crises
Viral Health Crises
Influenza Pandemic (1918–19)
H1N1 Swine Flu (2009)
COVID-19 Pandemic (2019-Ongoing)
Disasters
Hurricane Katrina, USA (2005)
Christchurch Earthquakes, New Zealand (2010–11)
Great East Japan Earthquake (2011)
Bushfires in Australia (2009, 2019–20)
Section 2: Three Impacts of Disaster and Crisis on the Learner
Access to Schooling Is Compromised
Recovery Takes Time
Increased Risk of Academic Under-Achievement
Section 3: Lessons Learned from Crises
Policy Responses Need to Go Beyond a Focus on Basic Needs and Crisis Containment
Schools Need to be Enabled to Take on Crisis Response Management
Children and Young People Need to be Involved in Crisis Responses
Conclusion
References
Chapter 4: Impacts on School-Based Learning
Introduction
School Learning from Home
A Markedly Different Experience
Learning Spaces at Home
Learning Spaces During the Pandemic
Learning Inequalities
Learning Experiences During the Pandemic
Disparities in Extent of Learning While Learning from Home
Foundational Learning
Conclusion
References
Chapter 5: The Broader Role of Schools
Introduction
School Meal Programs
The Benefits of School-Based Meal Programs
Responses and Innovations
Not Safer at Home
Schools as “Frontline” Child Welfare Responders
Responses and Innovations
“Schools as Anchors” for Building and Supporting Wellbeing of Children and Young People
Effects of Crises on the Provision of School-Based Wellbeing Services and Supports
School Readiness for Crisis and Recovery
Teacher Training and Preparedness
Innovations and Responses
Conclusion
References
Chapter 6: New Learning Provisions and Pedagogies
Introduction
Disaggregation of the Learning Environment
Online Provision
Offline Provision
Television and Radio
Content Provision Is Not Learning
Key Developments
How to Move Forward?
Technology Enhanced Learning
A New School: Home Dynamic
Conclusion
References
Chapter 7: Educational Equity in Times of Crisis
Introduction
Material Needs
Emotional Wellbeing
Access to Learning
Looking Forward: Putting Learners at the Centre
References
Index
