Suchergebnisse

Intro -- 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.

This book examines how educational equity is affected during crises specifically the COVID-19 pandemic. Three key concerns emerge for childrens and young peoples 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 books 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. Emily S. Rudling is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Sherridan Emery is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Becky Shelley is a Deputy Director at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Kitty te Riele leads the research portfolio at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Jessica Woodroffe is Coordinator of Partner Programs and a Senior Lecturer at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Natalie Brown is Director of the Peter Underwood Centre and Chair of Academic Senate at the University of Tasmania, Australia.