ABSTRACT
Several initiatives are arising to counterbalance the consequences of psychical distance, motivated by COVID-19, by reinforcing social ties. In this project, we focus on analyzing the relationships between participating in collective applause (i.e., a collective ritual), reinforcement of collective/relational ties, identity fusion, and compliance with quarantine norms. We carried out a study during the COVID-19 quarantine (N = 568) with people who were legally obliged to stay home. Our results indicate that participating in collective rituals relates to collective and relational ties with in-group members. This, in turn, is associated with the strength of identity fusion and the perception that other in-group members comply with quarantine norms. Thus, under the influence of a common fate that invariably threatens the lives of a large part of the population, participating in collective rituals positively relates to an increase in the sense of belonging and common identity. © 2021 Institute of Experimental Psychology, Centre of Social and Psychological Sciences, Slovak Academy of Sciences. All rights reserved.
ABSTRACT
This paper exposes the educational inequalities perceived in the urban context of Madrid in the face of the social and educational situation resulting from Covid-19, by analyzing the discourses of five education professionals with training in gender studies and feminism. For the purpose of this qualitative study, we carried out interviews semi-structured around blocks of contents using a naturalistic discourse analysis approach and data triangulation. The interviews were later transcribed and analyzed from a feminist lens with the aim of identifying shared ideas between participants. The findings reveal the loneliness experienced by teachers during confinement, the impact of the abandonment of administrative work in educational institutions, a thirty percent hourly increase in the time spent working by education professionals, the physical and mental health issues faced by teachers due to the situation, the impossibility of continuing to meet the social and emotional needs of students in view of the amount of curricular content to be taught, and the lack of attention paid to gender-based violence prevention by educational institutions. The main conclusion drawn from this study is that working time has taken up homes, family spaces and free time and, as a result, there is an increasing need to implement improved coordination techniques, horizontal relationships between teaching teams, and care policies. It is necessary for teachers to be able to assist students emotionally, as well as to modify the curriculum in order to make it more compatible with people's life circumstances.