在2022年重建得更好——重新关注教牧关怀、情感健康和所有人的福祉

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
N. Purdy
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引用次数: 1

摘要

在撰写本文时,尽管世界卫生组织负责人警告说,冠状病毒大流行“远未结束”(BBC新闻,2022年),但许多国家开始放松对Covid-19的限制,这可能是2022年开始谨慎乐观的迹象。虽然未来仍有很多不确定因素,但在新年伊始,回顾过去,展望未来,并考虑“重建得更好”意味着什么,似乎是一个合适的时机。毋庸置疑,在过去的两年里,我们都经历了一场千载难逢的危机,这场危机影响了我们生活的方方面面,加剧了我们社会中许多现有的不平等现象(社会流动委员会,2021年)。教科文组织、联合国儿童基金会和世界银行最近的一份报告(2021年)指出,2019冠状病毒病大流行造成的全球破坏构成了“有记录以来最严重的教育危机”(第4页)。然而,重要的是,该报告强调,除了解决学习损失,必须优先支持世界各地重新开放的学校,提供促进福祉和社会心理支持的全面服务(第7页),并解决儿童和青年心理健康的“危机中的危机”(第26页)。我们最近的特刊(《教育中的教牧关怀》,第39卷,第3期)以“Covid-19时期的爱与关怀的教育学”为主题,强调了个人苦难的现实(如Westendorff等人,2021年),也强调了世界各地教师往往不为人知和不为人知的“爱的劳动”(Poncela等人,2021年),因为他们在情感、社会、物质和政治上付出了巨大的代价,试图支持儿童和年轻人。展望未来,让我们不要简单地回到大流行之前的情况,而是让我们作为牧灵教育者,敦促我们的领导人(在地方和国家层面)将儿童的牧灵关怀、情感健康和福祉置于我们未来教育和预算计划的核心位置。在我们走出两年的大规模动荡之际,我们不能忘记,也不能让别人忘记疫情带来的最大教训之一:学校需要关注学生和教师的福祉,而不仅仅是关注有效的教与学。教牧关怀在教育2022,卷40,no。1,1 - 3 https://doi.org/10.1080/02643944.2022.2036419
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Building back better in 2022 – with a renewed focus on pastoral care, emotional health and wellbeing for all
At the time of writing, despite a warning from the head of the World Health Organisation that the coronavirus pandemic is ‘nowhere near over’ (BBC News, 2022), many countries are beginning to ease their Covid-19 restrictions, a sign perhaps of a cautiously optimistic beginning to 2022. While there remains much uncertainty about the future, it does seem opportune at the start of this new year to reflect on what has come before but also to look forward to brighter times ahead, and to consider what it means to ‘build back better’. It goes without saying that over the past two years we have all endured a once-in-a-generation crisis which has impacted on all aspects of our lives and exacerbated many existing inequalities in our society (Social Mobility Commission, 2021). A recent report by UNESCO, UNICEF and the World Bank (2021) notes that the global disruption caused by the Covid-19 pandemic constitutes ‘the worst education crisis on record’ (p. 4). Importantly, however, the report stresses that, as well as addressing learning losses, it must be a priority to support re-opened schools across the world to provide comprehensive services promoting wellbeing and psychosocial support (p. 7) and to address the ‘crisis within a crisis’ (p. 26) of child and youth mental health. Our recent special issue (Pastoral Care in Education, Volume 39, issue 3) on the theme of ‘A pedagogy of love and care in the time of Covid-19’ highlighted both the reality of personal suffering (e.g. Westendorff et al., 2021) but also the often invisible and uncelebrated ‘labour of love’ of teachers across the world (Poncela et al., 2021) as they sought to support children and young people at considerable emotional, social, material and political cost to themselves. As we look forward, let us not simply return to how things were before the pandemic, but instead let us, as pastoral educators, urge our leaders (at local and national level) to put children’s pastoral care, emotional health and wellbeing at the very centre of our educational and budgetary plans for the future. As we emerge from two years of massive upheaval we cannot forget or allow others to forget one of the biggest lessons from the pandemic: that schools need to address the wellbeing of their students and teachers rather than simply focusing on effective teaching and learning. PASTORAL CARE IN EDUCATION 2022, VOL. 40, NO. 1, 1–3 https://doi.org/10.1080/02643944.2022.2036419
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来源期刊
Pastoral Care in Education
Pastoral Care in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
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20.00%
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31
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