The importance of care in post-COVID education

IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Holly Hungerford-Kresser, Molly Wiant Cummins, Carla Amaro-Jiménez
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引用次数: 0

Abstract

As we settled into a new reality with COVID-19, there were calls for educators to use the crisis as a time to initiate changes desperately needed in education (Zhao & Watterston, 2021). Highlighting an elementary school as a case study (Hungerford-Kresser et al., 2022), we now reflect on what we learned during the early stages of the pandemic, a never-before-seen international crisis, and how it contributes to the discussion on change. While learning loss remains a primary concern post-COVID, an ethic of care (Noddings, 1984) is foundational to any educational reform moving forward. Post-lockdown, and in our current reality, we are concerned the current narratives on pandemic learning loss will cause care to be ignored where it should be central.

关爱在后 COVID 教育中的重要性
随着 COVID-19 的到来,我们进入了一个新的现实,人们呼吁教育工作者利用这次危机启动教育领域亟需的变革(Zhao & Watterston, 2021)。以一所小学为例(Hungerford-Kresser et al.尽管学习损失仍是后 COVID 的首要问题,但关爱伦理(Noddings,1984 年)是任何教育改革的基础。在封锁之后,在我们当前的现实中,我们担心当前关于大流行病学习损失的叙述会导致本应成为核心的关爱被忽视。
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来源期刊
Journal of Educational Change
Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.80
自引率
7.10%
发文量
23
期刊介绍: The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.
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