社会阶层、COVID-19和护理:2019冠状病毒病大流行期间爱尔兰一线学校

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
M. Crean, Dympna Devine, Barbara Moore, Gabriela Martínez Sainz, J. Symonds, Seaneen Sloan, Emma Farrell
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引用次数: 1

摘要

学校有照顾孩子的责任,这不仅包括教育表现,还包括福利和福利。然而,研究强调,当“照顾”和“学习”被视为二元时,特别是当学校在不平等的社会经济条件下运作时,就会出现紧张局势。2019冠状病毒病疫情期间学校停课的延长使这些问题得到了明显缓解,凸显了学校作为贫困儿童生活中的一线服务的核心作用。本文通过爱尔兰家长、教师和校长的视角,对延长学校关闭的分类经验以及学校的作用和反应提供了定性的见解。我们在提供精心教育的背景下构建这些反应,探索规范和情感关系在教与学中的作用。提出的问题与学校作为照顾制度以及为贫困儿童提供教育和福利的学校之间的“任务蠕变”有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic
Abstract Schools have a duty of care to children that extends beyond educational performance to include wellbeing and welfare. Yet, research has highlighted the tensions that arise when ‘care’ and ‘learning’ are treated as binaries, especially when schools operate within unequal socio-economic conditions. Extended COVID-19 school closures brought these issues into sharp relief, highlighting the central role of schools as a front line service in the lives of poorer children. This paper provides qualitative insights into the classed experiences of extended school closure and the role and response of schools through the eyes of parents, teachers and principals in Ireland. We frame these responses in the context of the provision of a careful education, exploring the role of normative and affective relations in teaching and learning. Questions are posed in relation to schools as care regimes and the ‘mission creep’ between educational and welfare provision in schools serving poorer children.
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来源期刊
CiteScore
3.70
自引率
9.50%
发文量
74
期刊介绍: British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.
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