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European Societies ; 25(1):132-153, 2023.
Article in English | ProQuest Central | ID: covidwho-2258916


This paper contributes to the literature on solidarity mobilizations and the framings of social and political change in the context of the shrinking welfare state, de-democratization, and repressive state policies towards civil society. These issues are explored through the lens of interview-based research on Hungarian solidarity initiatives that emerged in response to the first wave of the COVID-19 pandemic between March and June 2020. We specifically look at the ways in which volunteers and activists engaged in solidarity activities associated with healthcare, care-work, and education;accounted for their aspirations;conceptualized social responsibility;and reflected on the crisis management of the state. We found that newly emerging grassroots actors reinforced the documented trend of depoliticization in civil society. Although most respondents formulated a depoliticizing narrative, they did offer interpretations of their public role and collective action, values, and responsibilities, and pronounced a desire for social change. Nevertheless, to account for these framings, we need to move beyond the binary understanding of politics in solidarity and civil society research.

Journal of Educational Sciences ; 22(1(43)):99-112, 2021.
Article in English | ProQuest Central | ID: covidwho-1459803


With the sudden widespread closure of schools since February-March 2020 due to the physical distancing measures associated with the COVID-19 pandemic, the digital competences became a focus of attention, being of central importance to the swift and equitable transition to the various forms of emergency remote teaching implemented throughout the world as a strategy to insure continuity in education. This almost instantaneous mass shift to teaching online has made transparent great disparities in how digital competences -- particularly those of teachers -- were conceptualized, taught and assessed within various educational programs. We present a comparative analysis of the approaches to teachers' learning and professional development that state and non-state actors in four Central and East European countries have articulated in the first months of COVID-19 related lockdown. We take a Critical Frame Analysis approach to exploring the roles played by state and non-state actors in the four countries in conceptually framing the relationship between the digital competences required in emergency remote teaching and teachers' learning and professional development at the beginning of the COVID-19 crisis. It is suggested that the educational policy debate at the beginning of the crisis rendered visible: (a) that this massive sudden shift required understanding digitalization as a complex multifaceted process requiring levels of digital and pedagogical competence teachers were unlikely to have previously developed;(b) that addressing these issues through short-term interventions would only exacerbate the risk of ignoring arising equity issues;(c) that situating emergency measures in the context of potential medium and long-term developments could open opportunities to explore mainstreaming the digitalization of education and promoting blended learning, as well as offer a better perspective on issues of digital poverty and the inequitable impact of not addressing it adequately will have in the future.