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引用次数: 1
摘要
在收集数据期间,除必要工作人员外,所有南非人都被法律要求在"封锁"下在家避难。[…大学不得不迅速从面对面授课转变为在线教学。[…在这些文化和性别规范中,妇女往往被要求在家庭中照顾他人。2019冠状病毒病大流行的一个主要特征是应对危机的复杂性,从关闭所有非必要的企业、学校和公立大学,到需要保持社会距离,并为卫生保健系统提供抗击病毒的资源,这一点在方方面面都很明显。[…从复杂性的角度来看待我们面临的情况,有望提高我们对当前Covid-19大流行的理解。5. 复杂性科学是一套跨学科的理论,它起源于生物和物理科学,但现在也进入了社会和管理科学(Marion & ul - bien, 2001: 389)。
How COVID reconfigured family relationships: Explaining the work of academic women through the lens of complexity theory
During the data collection period, all South Africans, except essential workers, were by law required to shelter at home under "lockdown". [...]universities had to make a swift transition from face-to-face lectures to online teaching and learning. [...]of these cultural and gender norms, women are often required to be caregivers in the family. A primary feature of the Covid-19 pandemic is the complexity of the responses to the crisis, apparent in everything from the closure of all non-essential businesses, schools, and public universities to the need to socially distance and to get health care system the resources to combat the virus. [...]applying a complexity lens to the conditions that confront us promises to improve our understanding of the current Covid-19 pandemic. 5. Theoretical framework Complexity science is a set of interdisciplinary theories that has its origins in the biological and physical sciences, but which has now also moved into the social and management sciences (Marion & Uhl-Bien, 2001: 389).
期刊介绍:
Perspectives in Education is a professional, refereed journal, which encourages submission of previously unpublished articles on contemporary educational issues. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debates on a wide range of topics. PIE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to) ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethnomethodology, social and educational critique, phenomenology, deconstruction, and genealogy. Debates on epistemology, methodology, or ethics, from a range of perspectives including postpositivism, interpretivism, constructivism, critical theory, feminism, post-modernism are also invited. PIE seeks to stimulate important dialogues and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and technikons in South Africa and beyond.