After the Virus: Disaster Capitalism, Digital Inequity, and Transformative Education for the Future of Schooling

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2021-12-27 DOI:10.1177/00131245211065419

Richard Miller, Katrina Liu

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引用次数: 6

Abstract

The 2020 COVID-19 disaster triggered an educational crisis in the United States, deeply exacerbating the inequities present in education as schools went online. This primary impact may not be the only one, however: literature describes a secondary impact of such disasters through “disaster capitalism,” in which the private sector captures the public resources of disaster-struck communities for profit. In response to these warnings, we ask how schools, families, and communities can counteract disaster capitalism for educational equity. To address this question, we first synthesize a critical framework for analyzing digital inequity in education. We then dissect the strategies disaster capitalism uses to attack the school-family-community relationship and exacerbate digital inequity in “normal” times as well as during crises. Employing the notion of community funds of knowledge, we next examine the resources schools, families, and communities can mobilize against disaster capitalism and digital inequity. Finally, guided by the concepts of generative change and transformative learning, we consider actionable practices of countering disaster capitalism for a transformative education.

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病毒之后：灾难资本主义、数字不平等和未来教育的变革

2020年新冠肺炎疫情在美国引发了一场教育危机，随着学校上线，教育不平等现象进一步加剧。然而，这种主要影响可能不是唯一的:文献描述了这种灾难通过“灾难资本主义”产生的次要影响，在这种影响中，私营部门获取受灾社区的公共资源以获取利润。作为对这些警告的回应，我们询问学校、家庭和社区如何对抗灾难资本主义，以实现教育公平。为了解决这个问题，我们首先综合了一个分析教育中的数字不平等的关键框架。然后，我们剖析了灾难资本主义在“正常”时期和危机期间用来攻击学校-家庭-社区关系和加剧数字不平等的策略。利用社区知识基金的概念，我们接下来研究学校、家庭和社区可以动员的资源，以对抗灾难资本主义和数字不平等。最后，在生成变革和变革学习概念的指导下，我们考虑了应对灾难资本主义的可操作实践，以实现变革教育。

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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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.