The Politics of COVID-19 and Educational Inequities

Q2 Social Sciences

Peabody Journal of Education Pub Date : 2022-05-27 DOI:10.1080/0161956x.2022.2090145

Sade Bonilla, Kathryn McDermott, Cynthia Gerstl-Pepin

引用次数: 2

Abstract

ABSTRACT The articles in this issue examine and document the emerging politics of education in the COVID-19 pandemic, with a particular focus on its present and future consequences for equity and social justice. It brings together education politics and policy perspectives on the PK-16 education system’s initial responses to the COVID-19 emergency. The articles in this issue provide insight into how the first year of the pandemic affected education, with an emphasis on educational inequality. It suggests that many important educational, ethical, and political issues related to the pandemic will require research in the coming years.

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2019冠状病毒病的政治与教育不公平

本期文章研究并记录了2019冠状病毒病大流行中新兴的教育政治，特别关注其对公平和社会正义的当前和未来影响。它汇集了PK-16教育系统对COVID-19紧急情况的初步反应的教育政治和政策观点。本期的文章深入探讨了大流行第一年对教育的影响，重点是教育不平等问题。报告指出，未来几年将需要研究与该流行病有关的许多重要的教育、伦理和政治问题。

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

Peabody Journal of Education Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States.