Resilience Process of Economically Disadvantaged Households with School Children in COVID-19-Induced Remote Learning

Kevin T. Lagat, Lilian B. Nuñez, Christopher Galgo Jr., Karen Luz Y. Tevez
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引用次数: 0

Abstract

Resilience amid COVID-19-induced remote learning difficulties is disproportionate for disadvantaged families due to structural inequalities. This paper investigated the resilience process of economically disadvantaged households by examining how they mediate responses to the challenges in COVID-19-induced remote learning. Utilizing a case study research design, 15 purposely selected households from Naval, Biliran, with children enrolled in remote education and monthly income below the poverty threshold, were interviewed using an interview guide, and their narratives were thematically analyzed. Results revealed that households mobilized their available resources to minimize the difficulties in COVID-19-induced remote learning. However, in the process, risks are shifted to their consumption, productive work and livelihood, parents’ health, and children’s learning. In the end, the resilience process of households was characterized by the management of time and capital and unsustainability. This paper argues that increased community and government support is needed for sustainable household implementation of remote learning.
有学龄儿童的经济困难家庭在新冠肺炎远程教育中的复原力过程
由于结构性不平等,在covid -19导致的远程学习困难中,弱势家庭的复原力不成比例。本文通过考察经济弱势家庭如何调解应对covid -19引发的远程学习挑战,研究了经济弱势家庭的复原力过程。采用案例研究设计,采用访谈指南对15个儿童接受远程教育且月收入低于贫困线的比利兰纳瓦尔家庭进行访谈,并对其叙述进行主题分析。结果显示,家庭调动了可用资源,以尽量减少covid -19引起的远程学习困难。然而,在这个过程中,风险转移到了他们的消费、生产性工作和生计、父母的健康和孩子的学习上。最后,家庭的弹性过程表现为时间和资本的管理以及不可持续性。本文认为,需要增加社区和政府的支持,以实现可持续的家庭远程学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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12 weeks
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