COVID-19的反叙事：马拉维女孩学业中断的故事

IF 1.4 4区教育学 Q2 ANTHROPOLOGY

Anthropology & Education Quarterly Pub Date : 2024-12-03 DOI:10.1111/aeq.12538

Rachel Silver, Stella Makhuva, Alyssa Morley

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引用次数: 0

摘要

本文对COVID-19期间女童教育的主流话语提出了挑战，这些话语将南半球的女童性别化，并再现了种族化的差异。我们利用2020年至2023年对马拉维年轻女性进行的纵向队列研究，提供了对学校留校风险的反叙述。我们认为，这场大流行病与其说是对女童现状的破坏，不如说是加剧了在“疾病”条件下上学的特点，包括气候变化、照料关系的转变和公共教育的私有化。

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Counternarratives of COVID-19: Girls' stories of disrupted schooling in Malawi

This article challenges mainstream discourses of girls' education during COVID-19 that sexualize girls in the Global South and reproduce racialized differences. We draw on a longitudinal cohort study of Malawian young women conducted from 2020 to 2023 to offer counternarratives of the intersecting risks to school retention. We argue that the pandemic was less a rupture for girls' status quo than an intensification of the conditions that already characterized school-going amidst “syndemic” conditions, including climate change, the transformation of relations of care, and the privatization of public education.

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来源期刊

Anthropology & Education Quarterly Multiple-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Anthropology & Education Quarterly is a peer-reviewed journal that publishes scholarship on schooling in social and cultural context and on human learning both inside and outside of schools. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions. AEQ also publishes on the teaching of anthropology.