ABSTRACT
We employ a new Keynesian model with random search in the labor market and endogenous selection among heterogeneous workers to investigate the impact of a pandemic-induced recession on the distribution of unemployment across workers. In such a recession, workers whose unemployment spells in normal times are inefficiently frequent and long are disproportionately affected. This remains true even when the pandemic initially causes mass layoffs that affect workers broadly or if many separations represent temporary layoffs. Monetary policy that responds to labor market variables affects unemployment for all workers but does relatively little for the distribution of unemployment across workers types.
ABSTRACT
How are we to think about pedagogy and education in these present times when existence itself is in tension and question? As the pandemics of COVID-19, systemic racism, capitalist greed, and land-based plundering, displacement, and dispossession work together to reconfigure power and, relatedly, formal education, most especially in the Global South, what might it mean to think from and shift our gaze toward the decolonial ‘cracks’? How do these ‘cracks’–understood as the extant and nascent fissures in the dominant order–take form? Who are the ‘crack-makers’ and in what ways, through their ground up theorizing, practice, and praxis, are they giving substance and form to the pedagogical imperatives of resistance, re-existence, hope, and life, imperatives conspicuously absent in the conceptualization and rhetoric of ‘quality education’? And finally, what might a reading and rereading of Paulo Freire offer in this regard?. © 2021 Informa UK Limited, trading as Taylor & Francis Group.