After the Virus: Disaster Capitalism, Digital Inequity, and Transformative Education for the Future of Schooling

The 2020 COVID-19 disaster triggered an educational crisis in the United States, deeply exacerbating the inequities present in education as schools went online. This primary impact may not be the only one, however: literature describes a secondary impact of such disasters through "disaster capitalism," in which the private sector captures the public resources of disaster-struck communities for profit. In response to these warnings, we ask how schools, families, and communities can counteract disaster capitalism for educational equity. To address this question, we first synthesize a critical framework for analyzing digital inequity in education. We then dissect the strategies disaster capitalism uses to attack the school-family-community relationship and exacerbate digital inequity in "normal" times as well as during crises. Employing the notion of community funds of knowledge, we next examine the resources schools, families, and communities can mobilize against disaster capitalism and digital inequity. Finally, guided by the concepts of generative change and transformative learning, we consider actionable practices of countering disaster capitalism for a transformative education. [ FROM AUTHOR] Copyright of Education & Urban Society is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Remote teaching in the pandemic: Opportunities fora transformative learning

The Covid-19 pandemic has reinforced remote teaching (RT) as a trend in management education. This research reflects on the central elements that make RT a transformative learning (TL) experience, based on a case study of a TL-anchored sustainability discipline that was migrated to RL during the pandemic. Theoretically, we propose a framework or reference that combines TL, education for sustainability (EfS), and communicative ecosystem (CE) theories;we also extend the concept of RL, coining the term 'transformative remote teaching' (TRT). With regard to practice, students' feedback points to three elements that are key for TRT: exploring different windows of knowledge;rethinking the teaching role;and adapting tools to support the teaching-learning process. We conclude by highlighting the need to approach education in ways anchored in epistemological, paradigmatic, and transformative changes.

"Locked Down, But Inspired”: Beginning Our Research Studies During COVID-19

This chapter presents a collaborative autoethnography of our experiences as beginning researchers during the COVID-19 lockdowns of 2020. Specifically, it explores how completing our doctoral preparation degrees during these unsettled times positively influenced the development of our academic identities. By drawing on transformative learning as a conceptual metaphor, we consider how we connected with our researcher voices online, reimagined our understanding of a virtual research community, and transformed the limitations imposed on our research as an impetus for creativity. We argue that just as we redefined our research and academic identities in response to the COVID-19 pandemic, it is important for academia as a whole to recognise and harness the potential for transformation as it responds to the new COVID-normal. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Could practices of reduced consumption during the COVID-19 pandemic facilitate transformative change for sustainability? Experiences from Sweden and Ireland

The COVID-19 pandemic implied a disruption of several consumer practices, which offers an opportunity to explore experiences and possibilities to switch toward more sustainable lifestyles with reduced consumption. This article asks if there is long-term transformative potential toward more sustainable and climate friendly consumption practices embedded in these new experiences. By the use of qualitative interviews, the article explores learning experiences gained by "mainstream” consumers in Sweden and Ireland. A theoretical framework consisting of five themes, also related to previous COVID-19 research, guide the analysis of empirical findings: 1) desired objects;2) confirmation of social relations by non- or alternative consumption;3) temporal and spatial aspects;4) de-normalization of mass consumption;5) new competences and social support. Findings suggest that the long-term lifestyle transformation possibilities are not vast, but neither are they insignificant. Various positive experiences, with implications for reduced/alternative consumption, can be stored in collective memories even if several consumer practices bounce back to "normal” after the pandemic. Based on the findings, the long-term transformative potential is discussed through the lenses of transformative learning, reflectivity, and adaptative abilities. The study contributes to the literature on sustainable and reduced consumption, including literature on degrowth, sufficiency, and downsizing. Copyright © 2022 Boström, Römmelmann and Sandström.

Introduction to part VII: Students' reflections

This section gives space for learners to express their impressions and present their experiences during their learning process in health promotion. This section comprises two chapters: Chap. 45, A Student Perspective on Learning and Doing Settings-Based Health Promotion in the Era of TikTok by Catherine Jenkins, from London South Bank University, London, UK;and Chap. 46, The Impact that Learning About Health Promotion Had on Me. Embracing Health Promotion: A Puerto Rican Metamorphosis by Elisa Ramos-Vazquez and colleagues. Chapter 45 reflects the present time as it was written during the COVID-19 pandemic and describes the use of digital devices to develop its teaching-learning process. The other chapter, 46, has in its title an intriguing word-"metamorphosis, " which means transformation, change, transition, and movement. This chapter brings many examples to illustrate the voices of the students. These two chapters are an inspiration to always include students not as passive subjects in the teaching-learning process in health promotion but as fundamental partners in the construction of meaningful and transformative learning. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.

What would bell hooks think of the remote teaching and learning in Physical Education during the COVID-19 pandemic? A critical review of the literature

This critical narrative review draws on bell hooks' engaged pedagogy to examine the pedagogies deployed by PE teachers and PETE educators in response to COVID-19. Full-text, empirical studies between 2020 and 2022 were accessed through Academic Search Complete, Education Database (ProQuest), Education Research Complete (EBSCO), ERIC (EBSCO), Scopus, and SPORTDiscus. In total, 86 articles were considered for full-text review, with 38 articles moving to data extraction after having met the study's inclusion criteria. We used inductive and deductive methods of data analysis. Findings are reported and discussed according to (a) the inductive identification of pedagogies deployed by PE teachers and PETE educators during COVID-19;and (b) the deductive analysis of the literature using bell hooks' engaged pedagogy as a theoretical lens. This review determined that whilst the COVID-19 pandemic may have signalled an opportunity to advance an engaged pedagogical approach in PE and PETE, there was scant evidence of teachers or researchers choosing this path. Instead, innovation, criticality, creativity, mutuality, engagement and meaningful learning was suspended in favour of day-to-day survival. Most papers focused on remote learning enablers rather than engaged pedagogy;that is, they focused on the communication technologies required to connect to online spaces and then to teach within them. We outline directions and critical challenges for PE teachers and PETE educators to develop equitable, inclusive, and empathetic classroom spaces which seek to create learning that is transformative, dynamic and holistic. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Gamification: Teaching a practice-based subject virtually for transformative impact

University teaching involves delivering resource intensive subjects that have practical components, such as a science laboratory, hospitality practical, computer laboratory, or simulated clinical setting. Teaching practical subjects in the non-traditional, virtual classroom requires careful decisions about the methods of teaching that kind of knowledge. The outbreak of the COVID-19 virus and the subsequent hurried closure of the traditional campus that disrupted in-person teaching, led many higher education lecturers and professors who teach practical subjects to reflect deeply on their practice by thinking how to replicate the teaching of virtual culinary classes when students are not on campus. In an outcome-based learning dispensation, students' learning outcomes precede consideration of the mode of delivery or the structure of teaching content. This chapter reflects on a case study involving the teaching of subjects in hospitality and culinary arts through gamification, both of which having learning outcomes grounded in practice. The chapter explores the seemingly impossible world of taking practical based subjects and making them work in an online space. It describes and offers a measure by which to justify a pedagogy for teaching the practical in a virtual context. The chapter offers important initial conceptualisations that challenge assumptions of virtual meaningful learning design for practical module delivery. © 2022 by David Graham, James Ellerby and Norman Dinsdale.

Revolutionizing the Public Health Workforce-A Policy Brief in Retrospect of the World Congress on Public Health Rome 2020.

Background: The COVID-19 pandemic dramatically illustrates the consequences of inadequate prioritization of the Public Health Workforce (PHW). This Policy Brief introduces a Call for Action following the plenary session entitled "Revolutionising the Public Health Workforce (PHW) as Agents of Change" as part of the 2020 World Congress on Public Health. Policy Options and Recommendations: In order to revolutionize the PHW, five long-term key approaches are proposed: 1. Transforming public health competencies through transdisciplinary education and inter-professional training; 2. Revolutionizing educational systems by shifting the public health paradigm; 3. Linking public health education and work opportunities; 4. Overcoming the paradoxical shortage and overproduction of graduates and 5. Developing adaptable, multisectoral agents of change. Conclusion: Public health education of the future requires a paradigm shift towards a holistic understanding of public health, characterized by transdisciplinary education, inter-professional training and a closer integration of academia, health services, and communities.

Transforming Teaching and Learning in Early Childhood Care and Education During COVID-19 in a Poor Community of the Cape Flats, South Africa.

In this case study I explored the dilemmas of three early childhood care and education (ECCE) teachers in a poor community in the Cape Flats of Cape Town, South Africa during COVID-19, and how they used these dilemmas to transform their teaching. Purposive sampling was used to select the participants and data was collected through a semi-structured interview and thematically analyzed. Ethical clearance was secured from the Cape Peninsula University of Technology. Mezirow's transformative learning theory was used as an analytical framework for the study. In particular, Mezirow's concept of disorienting dilemmas was used to engage with the dilemmas the ECCE teachers were confronted with during the pandemic. Further, his concept of perspective transformations was used to analyze how the ECCE teachers engaged with these dilemmas to transform their teaching. Findings show that while ECCE teachers' faced disorienting dilemmas of digital inequity and of children's interactive play, they also adopted alternative roles and actions as they engaged in dialogue and shared negotiations, ensuring that the functioning of the ECCE centre would continue in solidarity with the children and parents. These findings have important implications for how local government provide financial and digital support for poor communities during times of crisis.

Doing global citizenship: A qualitative study on global citizenship education for American military spouses stationed overseas

This dissertation is a phenomenological study of how American military spouses experience, give meaning to and navigate their shifting identities as a spouse of an active-duty military member, parents, as Americans, and as global citizens while living in Italy. Findings from 45 survey responses and 19 in-depth interviews completed in 2021, at the height of the COVID-19 pandemic, reveal how military spouses experience these different identities, often in tension with each other. These tensions are exacerbated during a pandemic. These identity tensions cannot be defined as a linear relationship. If a military spouse relates strongly with one identity it may create a stronger tension with another identity due to the overseas environment in which they find themselves, even if temporarily. For example, if a person identifies strongly as a military spouse, a tension may arise if they identify as a global citizen;or if a spouse identifies strongly as an American worker, a tension may arise when they are forced to identify as a military spouse. If they strongly identify as a global citizen, they may experience a tension identifying as an American. When these tensions are situated during a global pandemic, the identities can become further complicated. Some military spouses may begin new global citizen practices, although they may not realize this is taking place. Others may resist change and stand firm within a singular identity space that helps them feel safe. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Secondary science teachers' lived experiences planning and teaching lessons that integrate NGSS engineering design practices

The most recent science education reform, the Next Generation Science Standards (NGSS), strongly advocates for teaching engineering concepts and practices (NGSS Lead States, 2013). The purpose of this qualitative phenomenological study was to explore and analyze secondary science teachers' lived experiences while planning and teaching lessons that integrate NGSS practices for engineering design in a southwest Chicago suburban high school. Theories about teacher's conceptions of the nature of engineering and STEM integrated learning, engineering teaching self-efficacy, and effective professional learning for teaching engineering were used as interpretive lenses for developing themes during part of the data analysis. Exploration of science teachers' lived experiences planning and teaching lessons that integrate NGSS practices for engineering design in the present study utilized data collected and analyzed from audio recorded and transcribed interviews prior to and after teaching an engineering lesson. Engineering lesson artifacts (such as lesson plans, handouts, samples of student work) and teacher reflective journals were also collected and used to clarify and/or corroborate themes generated through analysis of the interviews. One unique feature of this study was that data collection occurred before and during the Covid-19 pandemic restrictions on educational settings. The study found that teachers were most successful implementing a lesson that integrates the engineering design process when they took into consideration the specific students engaging with the lesson and the context in which the lesson was taught. Building on this, teachers' experiences were also affected by their beliefs about engineering, their perceived strengths as a secondary classroom science teacher, and the barriers and obstacles they perceived they faced in introducing a curriculum that integrates engineering design. At the same time, the study revealed that teachers felt they lacked the necessary support in terms of professional development, time for ongoing collaboration with colleagues to develop and refine engineering curriculum, and overall feedback on their efforts. Additionally, the barriers and challenges experienced by each teacher were associated with students' beliefs and attitudes toward learning to engineer, as well as external factors like assessing engineering learning and Covid-19 restrictions for educational settings. The science teachers in the current study demonstrated high individual and collective self-efficacy as each teacher worked alone and in collaboration with colleagues to actively encourage students' conceptual understanding of science through engagement in NGSS engineering design practices. Still, each teacher did experience barriers and challenges with fostering student science learning during the lesson. School leaders can use these findings to support teachers' engineering instruction and thereby support students across their institutions to meet the vision of the Next Generation Science Standards for science learning in the secondary science classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning.

How are immigrant academic mothers negotiating the confounding terrains of work and family during the pandemic? How can they support each other in learning how to resist the prevalent notions of ideal working and mothering amidst the demanding schedule of working remotely and parenting? This study addresses these questions through sharing a narrative of how two immigrant mothers in academia challenged and began the journey of transforming their gendered work and family identities. Building on personal essays and 6 weeks of extensive journaling that reflected our positionalities and experiences of motherhood, work-life, and intersections between work and home during the pandemic, we offer a fine-grained understanding of how we helped each other as co-mentors to identify moments of our lived experiences as triggers for transformative learning. In doing so, we realized how duoethnography could be more than just a research methodology in helping us co-construct a relational space to empathize and challenge each other's perspectives about our roles as mothers and professors and the gendered nature of social forces shaping those roles.

Assessing Academics' COVID-19-Induced Emergency Remote Teaching Experiences Using Transformative Learning Theory

Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics' transition from face-to-face to remote teaching. Findings from an online cross-sectional survey of academics in higher education institutions (n = 95) indicate that academics were confronted with a disorienting dilemma that challenged previously unquestioned teaching experiences, beliefs, and values upon transition to remote teaching. This was followed by reflection, adoption, and implementation of different modes of instructional delivery. The results indicate statistically significant differences in critical reflection, openness, and teaching differently based on race. As higher education institutions transition to a "new” phase of instructional delivery, re-thinking professional development and support for the transformed academic in a new operating environment that remains prone to disruptive events becomes imperative. © The Author(s) 2023.

Spaces and Prospects for Student Empowerment in the Debt-Ridden Greek Education System. Future Possibilities for Change According to Student's Views

This paper presents a research project that was conducted in Athens, Greece in 2018 and 2019. The main objective of this project was to address students' views on Greek society and education in the context of the socio-economic crisis, their prospects, and their aspirations for educational and social transformation. The paper concentrates on students' views on education and discusses the role of schools in creating democratic societies. It provides a closer insight into possible ways of thinking about education, and food for thought for any attempts to deconstruct or initiate radical change in the education system. It looks at the potentialities and possibilities of deploying critical pedagogy as a mode of resistance for transformative and empowering education within the Greek education system. It concludes that during times of multiple crises, critical pedagogy is clearly relevant and has a responsibility to rethink its views and practices, build active resistance and engage in fostering educational and social change that can lead to a more just, equal and fair society.

Secondary science teachers' lived experiences planning and teaching lessons that integrate NGSS engineering design practices

The most recent science education reform, the Next Generation Science Standards (NGSS), strongly advocates for teaching engineering concepts and practices (NGSS Lead States, 2013). The purpose of this qualitative phenomenological study was to explore and analyze secondary science teachers' lived experiences while planning and teaching lessons that integrate NGSS practices for engineering design in a southwest Chicago suburban high school. Theories about teacher's conceptions of the nature of engineering and STEM integrated learning, engineering teaching self-efficacy, and effective professional learning for teaching engineering were used as interpretive lenses for developing themes during part of the data analysis. Exploration of science teachers' lived experiences planning and teaching lessons that integrate NGSS practices for engineering design in the present study utilized data collected and analyzed from audio recorded and transcribed interviews prior to and after teaching an engineering lesson. Engineering lesson artifacts (such as lesson plans, handouts, samples of student work) and teacher reflective journals were also collected and used to clarify and/or corroborate themes generated through analysis of the interviews. One unique feature of this study was that data collection occurred before and during the Covid-19 pandemic restrictions on educational settings. The study found that teachers were most successful implementing a lesson that integrates the engineering design process when they took into consideration the specific students engaging with the lesson and the context in which the lesson was taught. Building on this, teachers' experiences were also affected by their beliefs about engineering, their perceived strengths as a secondary classroom science teacher, and the barriers and obstacles they perceived they faced in introducing a curriculum that integrates engineering design. At the same time, the study revealed that teachers felt they lacked the necessary support in terms of professional development, time for ongoing collaboration with colleagues to develop and refine engineering curriculum, and overall feedback on their efforts. Additionally, the barriers and challenges experienced by each teacher were associated with students' beliefs and attitudes toward learning to engineer, as well as external factors like assessing engineering learning and Covid-19 restrictions for educational settings. The science teachers in the current study demonstrated high individual and collective self-efficacy as each teacher worked alone and in collaboration with colleagues to actively encourage students' conceptual understanding of science through engagement in NGSS engineering design practices. Still, each teacher did experience barriers and challenges with fostering student science learning during the lesson. School leaders can use these findings to support teachers' engineering instruction and thereby support students across their institutions to meet the vision of the Next Generation Science Standards for science learning in the secondary science classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Doing global citizenship: A qualitative study on global citizenship education for American military spouses stationed overseas

This dissertation is a phenomenological study of how American military spouses experience, give meaning to and navigate their shifting identities as a spouse of an active-duty military member, parents, as Americans, and as global citizens while living in Italy. Findings from 45 survey responses and 19 in-depth interviews completed in 2021, at the height of the COVID-19 pandemic, reveal how military spouses experience these different identities, often in tension with each other. These tensions are exacerbated during a pandemic. These identity tensions cannot be defined as a linear relationship. If a military spouse relates strongly with one identity it may create a stronger tension with another identity due to the overseas environment in which they find themselves, even if temporarily. For example, if a person identifies strongly as a military spouse, a tension may arise if they identify as a global citizen;or if a spouse identifies strongly as an American worker, a tension may arise when they are forced to identify as a military spouse. If they strongly identify as a global citizen, they may experience a tension identifying as an American. When these tensions are situated during a global pandemic, the identities can become further complicated. Some military spouses may begin new global citizen practices, although they may not realize this is taking place. Others may resist change and stand firm within a singular identity space that helps them feel safe. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Healing the Earth, transforming the mind: how the COVID-19 pandemic generates new insights through the Econarrative writing workshop

In this chapter we will analyse how we can initiate a process of transformation in our ways of perceiving the relationships with living ecosystems in the context of the global health crisis unfolding in the Anthropocene era. More specifically, we will examine the narratives produced by the students at Paul Valery University in Montpellier, France, in the frame of an international project of writing workshops (ECONARRATIVE) centered on the pandemic and ecology, held from January to March 2021, with the support of the MSH-SUD (Maison des Sciences de l'Homme) in Montpellier.

Prophecy as transformative learning experience: A theoretical thematic analysis of the prophecies of Merlin, Nostradamus, and the apocalypse of St. John

This theoretical dissertation explores the impact of prophecy on personal and collective growth during times of the COVID-19 pandemic. The inquiry of this dissertation is focused on the common psychological meaning of three lineages of prophecy within the framework of transformative learning theory. The dissertation looks at three prophetic sequences from the Prophecies of Merlin, Nostradamus, and the Apocalypse of St. John via the triangulation of six hermeneutic perspectives. While many scholars have looked at prophecy from spiritual and religious angles, this dissertation looks at prophecy from a transpersonal and depth psychological perspective. The study is established within the framework of a three-phase model and was guided by the following research question: What is the common psychological meaning, if any, of three lineages of prophecy (Merlin, Biblical Apocalypse, and Nostradamus) within the framework of transformative learning theory? The first phase situates the study within the triangulation of meaning and six hermeneutic perspectives. The major perspectives, the prophet, the reader, and society, are each divided in inside, internal and outside, external ways of experiencing prophecy. The second phase establishes the theoretical foundation within transformative learning theory and the idea that prophecy can be a transformative learning tool guided by the hero's journey. Phase three applies one of the three meaning perspectives from the triangulation of meaning as a theoretical thematic analysis. The study was conducted deductively and with an interest of understanding its transformative essence and found that the key themes of creation, destruction and transformation point to the hermetic principle of correspondence As above, so below;As within, so without. Thus, it concludes that the prophecies viewed from the reader's subjective internal awareness, experience, and perspective acts as a transformative learning tool. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

COVID-19 PANDEMIC AND THE DIGITAL REVOLUTION IN ACADEMIA AND HIGHER EDUCATION: AN EMPIRICAL STUDY

While learning online during the pandemic students faced so many problems difficulties and challenges with respect to the stress worry anxiety technology adaptability course content delivery and explanation in the digital transformation from a physical classroom learning to an online mode amidst pandemic. This research aims to explore challenges facing students using a student online survey and data was analyzed using SPSS for student’s online learning experiences amidst the pandemic which was handled adequately. Extraction of common factor variances from measure sets for getting prominent factors to measure the transformational shift from offline to online digital learning was done using Exploratory Factor Analysis. Sampling Adequacy Measure test of KMO a correlation matrix which indicates whether the variables are unrelated in the Bartlett’s Sphericity test in which the level of significance gives the test result showed in the present study that significant relationships exists among variables and there is high correlation. Principle Component Analysis (PCA) with Varimax rotation used for challenges showed inter-correlation and a significant relationship of students challenges faced in digital mode with significant P value at 5% level of significance. Regression analysis testing H0 variable relationship with one or more variables revealed significant constant value with psychological, technological and personal opinion as three representative factors found to be significant so the H0 stands rejected. [ FROM AUTHOR] Copyright of Eduvest: Journal Of Universal Studies is the property of Green Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Equity‐centered science education: The origin story of this special issue

Among the mechanisms of systematic erasure associated with science and science education (e.g., Shea & Sandoval, 2020;Takeuchi & Marin, 2022), the project addressed antiracism (Mills, 2015) along with a discriminatory bias toward multilingual and low-income students as well as their families and communities. However, in April 2019, public health professionals and researchers around the country launched their own science literacy campaign aimed at educating citizens on the science behind the COVID-19 virus and its spread in our communities. Https://doi.org/10.1002/sce.21720 o I Negotiating mentoring relationships and supports for Black and Brown early career faculty i by Natalie King & Bhaskar Upadhyay. https://doi.org/10.1002/sce.21755 o I Mentoring science educators for equity-centered futures i by John Settlage. https://doi.org/10.1002/sce.21759 Partnering o I Beginning school-university partnerships for transformative social change in science education: Narratives from the field i by Hosun Kang & María González-Howard. The contents of this special issue are the products of a National Science Foundation (NSF)-supported working conference. [Extracted from the article] Copyright of Science Education is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)