ABSTRACT
This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. "All-inclusive" mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.
ABSTRACT
This case study analyzed the Finnish National Broadcasting Company (YLE) literacy on socio-educational policies during the alpha and delta variant strategic turns 2021. The data comprised YLE releases, interdisciplinary global research, pandemic literacies, and statements of politicians/officials. Limitations occurred mainly in the data plenitude. Alpha variant caused socio-political responses maneuvered by politicians and officials. YLE supported without socially participating, competence-enhancing or motivating civic information. NPIs were linked to the political promises of national pandemic end during the summer. International pandemic studies were excluded from nationalized narrative, in which YLE strategically emphasized mutual experience, shared story, and approaching happy end. In August 2021, previously promised "liberation" was too close to change the narrative. Instead of delta mitigation, officials and politicians fortified the narrative towards the end. YLE conducted a closing story. Releases replaced international studies and responses with a small circle of domestic experts, who repeated the narrative they previously had manifested. No NPIs occurred, but remaining ones were lifted despite the rising incidence numbers. Conclusively, the lacking research in the YLE contributions indicated the absence of research literacy among politicians and reporters. Consequently, occurring sidetracks used modern nationalism rhetoric, supporting the main narrative. Children's 'absolute' right was on-site schooling, regardless of safety research or practices developed abroad. In further studies, the post-pandemic status and goals of Finnish education need comparative reassessments other than a "trust".
ABSTRACT
This case study aimed to comprehend socio-educational policy in the light of pandemic ethic literacy in Finland. Consequently, methodologically the official, public, and ethic research data were triangulated to analyze the Ministry’s understanding on educational equity in Finland. Discussion involved global pandemic ethic principles (transparency, participation, review and revisability). Hermeneutic methodology revealed imbalances. Ministry of Education and Culture failed regionally, as well as qualitatively, in its quantitative by-the-book policy. As the main finding, pandemic ethics were generally ignored by the Ministry. Ethic principles were not recognized – or were neglected. Furthermore, Ministry’s decision-making was unconditional, instead of being participatory and revising. Lacking transparency was revealed in rhetoric of “several” children, or probable “likelihood”, without argumentation. However, the policy could have been revisable with increasing evidence. Epistemic imbalances and hermeneutic injustice occurred regionally and qualitatively. Those involved all, both the vulnerable, and gifted pupils. Finally, the policy created inequity, adding ageist and racist elements in southern country. Moreover, the Ministry repeatedly acted against its vision. While Ministers, and responsible authorities, should update their “hidden” curriculum, regional policies and Covid-19 variants deserve further studies.