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.)

When I Think of Home: Black Families Supporting Their Children During the COVID-19 Pandemic.

Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of Black families' efforts to prepare their children to face the inequities and injustices they experience in the U.S. In this article, we discuss Black families' engagement in their children's education amid threats through racial socialization research aimed at developing and validating Black children's perspectives, experiences, and realities in Black identity to promote their positive social-emotional and psychological development. Black families must know how to cultivate their child's healthy self-identity, voice, and agency, along with academic achievement. Schools should learn from these practices. Schools that choose to ignore these concepts will continue contributing to trauma and violence against Black children and maintain deficit-oriented views. The article includes examples and implications for teaching and supporting the well-being of Black children, and concludes with practical ideas that educators can learn from and integrate into their practices.

Domestic violence in developing countries: An evidence from Bangladesh

Women all over the world face a multitude of issues daily. Unfortunately, one of the most common and tragic concerns that women face, especially those in third world countries, is domestic violence. This research paper has tried to find out and analyze the trend of domestic violence during this current period of lockdown and social distancing measures, which the COVID-19 pandemic has necessitated. During our investigations, a few variables intrigued us;these variables do not lead to a simple, uncomplicated conclusion on the occurrence of domestic violence. On the contrary, the pool of 350 respondents (especially from urban areas), which include homemakers and working women alike, education was one such variable that played a pivotal role in preventing domestic violence. Another variable was the effect of social stigma;because many women have internalized the impact of spousal and familial abuse, most of them find it incredibly difficult, if not impossible, to speak up about the struggles they face. We have made use of logistic regression models to verify the independent variables and their validity.

'We are trying.' Portraits of black goodness in spite of anti-Black schooling

This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black teachers. Yet, these practices and policies also enhanced interactions by prompting advocacy and subversive action. I conclude by contending that anti-Black schooling is habitual. I show how the enactment of race-neutral policies and practices led to anti-Black outcomes and I connect these policies and practices to the interactions that took place throughout one school community during the 2020-2021 school year. Ultimately, I assert that schooling for Black students, namely those in resource deprived schools, is rife with anti-blackness that demands Black people exude Black goodness to succeed, and at times, merely survive. This study contributes to research, policy, and practice conversations on segregated schooling, racialized organizations, and family-school relations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality

The current study investigates the effects of the school lockdowns during school years 2019-2020 and 2020-2021 on the achievement scores of primary school students during the COVID-19 pandemic. We analyzed scores for spelling, reading fluency (i.e., decoding speed), reading comprehension, and mathematics from standardized student tracking systems for 5125 students from 26 primary schools in the urban region of The Hague, the Netherlands. Results showed that students in grades 1 through 3 had significant learning delays after the first lockdown. However, results after the second lockdown showed that most students were able to catch up, compared to students from corresponding grades of cohorts before COVID-19. The magnitude of these positive effects was mostly close to the negative effect of the first lockdown. Apparently, during the second lockdown, schools seemed better prepared and able to deliver more effective home schooling and online instruction. The hypothesis that students' learning from a low SES home environment will suffer most from the school lockdowns could only partly be confirmed. SES effects at the individual level tended to be mitigated by negative effects of SES at the school level, making SES-related differences between schools less profound. The findings of this study offer a broader perspective to evaluate the effects of long-term school closures. Implications for educational practice and issues of inequality between students are discussed.

The Persistence of Ethnopopulist Support: The Case of Rodrigo Duterte's Philippines

The past few years have seen an emergence of populist leaders around the world, who have not only accrued but also maintained support despite rampant criticism, governance failures, and the ongoing COVID pandemic. The Philippines' Rodrigo Duterte is the best illustration of this trend, with approval ratings rarely dipping below 80 percent. What explains his high levels of robust public support? We argue that Duterte is an ethnopopulist who uses ethnic appeals in combination with insider vs. outsider rhetoric to garner and maintain public support. Moreover, we argue that ethnic affiliation is a main driver of support for Duterte, and more important than alternative factors such as age, education, gender, or urban vs. rural divides. We provide evidence of Duterte's marriage of ethnic and populist appeals, then evaluate whether ethnicity predicts support for Duterte, using 15 rounds of nationally representative public opinion data. Identifying with a non-Tagalog ethnicity (like Duterte) leads to an 8 percent increase in approval for Duterte, significantly larger than any other explanatory factor. Among Duterte supporters, a non-Tagalog ethnicity is associated with 19 percent increase in strong versus mild support. Ethnicity is the only positive and significant result, suggesting that it strongly explains why Duterte's support remains robust. Alternative explanations, such as social desirability bias and alternative policy considerations, do not explain our results.

Evidence Based Funding in Illinois: A Discussion of Equity in Urban Education

In this pilot study, we examine the realities of differential funding structures across the US, which disproportionately disadvantage historically marginalized communities (Black and Brown students) and students living in poverty, contributing to an intractable opportunity gap. Prior research indicates that equitable funding can, in fact, decrease the opportunity gap between dominant and non-dominant-culture students. We use the new funding structure in Illinois as a case study in funding equity that should be applied nationally. We critique the current funding structure of public schools in general, which has defamed the public sector in favor of school choice, vouchers, and charter schools--all with less oversight than public schools and structured to profit from public monies. Finally, we address the impact of COVID19 on existing funding inequities.

When There's No Handbook: One Urban Elementary School's COVID-19 Crisis Response.

Using qualitative methods and a Communities of Practice framework, we studied one urban elementary school's crisis response to COVID-19 during the emergency remote education phase, Spring 2020. In the last two years, there has been overwhelming variety in schools' instructional modalities in our state-face-to-face, remote, hybrid-leaving Spring 2020 the first fully remote experience to study. In this study we focus on the remote learning pivot, specifically highlighting the campus' use of digital literacies and the caregiver, student, and teacher responses to the immediate, unplanned modality change. Findings are meant to assist schools in planning ahead of future crises, including ways to use digital literacies to strengthen learning communities.

Contested Justice: Rethinking Educational Equity Through New York City’s COVID-19 School Reopening Debates

This study examines competing justice claims that stakeholders policymakers, district leaders, families, and educators evoked during the 2020 COVID-19 New York City school reopening debates. Drawing on thematic analysis of 300 news and opinion articles, we examine stakeholders' overlapping and contested understandings of justice in public education, including claims related to how school resources are distributed, whom district policies recognize, and who is represented in policymaking. In addition to deepening our understanding of the educational politics of the COVID-19 pandemic-an event with field-changing consequences-our analysis offers researchers and policymakers a more robust basis for advancing equity and conceptualizing just educational policy for multiple stakeholders.

Recovering Lost Learning Due to COVID 19: Expanding Enrichment Opportunities in an Urban School District

In the midst of the pandemic, this school district made a significant investment with recovery dollars to expand enrichment opportunities in art, music, and physical education for students in their K-8 schools. The hypothesis was increasing the quality and quantity of these opportunities, the school district would increase student engagement, lead to more empathetic and joyful learning environments, and create more time for teacher preparation and collaboration. There were a number of challenges in planning and implementation that district leaders and principals had to overcome in order to see this initiative come to fruition. Early results show some promising trends and anecdotes indicate that students are participating in extracurricular experiences that they never would have been exposed to without these opportunities. [ FROM AUTHOR]

'We are trying.' Portraits of black goodness in spite of anti-Black schooling

This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black teachers. Yet, these practices and policies also enhanced interactions by prompting advocacy and subversive action. I conclude by contending that anti-Black schooling is habitual. I show how the enactment of race-neutral policies and practices led to anti-Black outcomes and I connect these policies and practices to the interactions that took place throughout one school community during the 2020-2021 school year. Ultimately, I assert that schooling for Black students, namely those in resource deprived schools, is rife with anti-blackness that demands Black people exude Black goodness to succeed, and at times, merely survive. This study contributes to research, policy, and practice conversations on segregated schooling, racialized organizations, and family-school relations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Madres, padres y representantes en la educación durante la pandemia. La dicotomía rural-urbana en Ecuador

En este artículo se analiza la implicación de las madres, los padres y representantes legales en el aprendizaje activo de niños y niñas que cursan grados de primaria y secundaria en un escenario particular: la enseñanza en línea durante la pandemia por la covid-19 en Ecuador. Para ello, se aplicó un cuestionario de 45 preguntas a una muestra de 6206 personas segmentadas según su zona geográfica. En el área rural, el grado de involucramiento en el proceso de enseñanza-aprendizaje virtual se refleja, particularmente, al establecer el horario de sueño y en la aceptación por parte de los y las estudiantes de las críticas sobre las actividades realizadas. Para la zona urbana, se evidencia el manejo del enojo de los niños y las niñas, y el reconocimiento de sus fortalezas en las asignaturas. En cuanto a las estrategias, en el área rural aumenta la presión de progenitoras/es sobre educandos y educandas a fin de que realicen las actividades escolares, en tanto que, en la urbana, dialogan más con sus hijos e hijas cuando pierden el control, prestando más atención a sus emociones y necesidades. Así, la diferenciación se condensa en la siguiente expresión: en las zonas rurales, las madres, los padres y representantes se enfocan en la disciplina, mientras que en las urbanas se orientan hacia el espectro académico y emocional.Alternate :This article analyzes the involvement of mothers, fathers, and legal guardians in the active learning of children in primary and secondary schools in a particular scenario: online learning during the COVID-19 pandemic in Ecuador. For this purpose, a 45-question survey was applied to a sample of 6,206 people, segmented according to their geographic areas. In the rural area, the degree of involvement in virtual teaching-learning processes is reflected, in particular, in the establishment of sleep schedules and the acknowledgement by student of criticisms of their activities. For the urban area, children's anger management and the recognition of their strengths in subject matters are evident. In terms of strategies, in rural areas, parents put more pressure on students to carry out school activities, whereas in urban areas, parents talk more with their children when they lose control, paying more attention to their emotions and needs. Thus, the differentiation is summarized in the following expression: in rural areas, mothers, fathers, and guardians focus on discipline, while in urban areas they are oriented towards the academic and emotional spectrum.

Inequalities in Digital Education: Rural-Urban and Socioeconomic Differences / Dijital Eğitimde Eşitsizlikler: Kırsal-Kentsel Ayrımlar ve Sosyoekonomik Farklılaşmalar

Inequalities based on income and economy and "social inequalities" that directly affect society are not well understood.Therefore, inequalities with different components are measured and studied at best. Social inequality;due to the development of new situations, events and problems, it creates a relatively new set of dimensions, expectations and results. Social inequality;Due to the development of new situations, events and problems, it creates a relatively new set of dimensions, expectations and results. New developments, enlargements and contractions experienced at global and national scale revealed that inequality in education should be discussed again. In this study, on the basis of rural-urban distinctions and socioeconomic differences, the inequalities that emerged in digital education during the Covid-19 pandemic were examined. Depending on these two distinctions, it is aimed to reveal the inequalities in the access and use of digital media, internet and information communication technologies (D-ICT) of university students who try to participate in distance education at home during the epidemic process. A total of 16 students selected from 3 different universities according to age, gender, place of residence, class and socioeconomic status were included in the study. In the research where qualitative method was applied, the data were obtained through in-depth interviews. Interview data were categorized and converted into themes using the Maxqda qualitative data analysis program. The categories and themes combined as a result of open, axial and selective coding were visualized. The individual and family characteristics of the participants, the environment and financial resources of schools, development, emancipation and acculturation factors interactively have effects on inequality, as well as rural-urban segregation and socioeconomic differentiation are evident in digital education inequality. Gelir ve ekonomi temelli eşitsizliklerin yanı sıra toplumu doğrudan etkileyen “sosyal eşitsizlikler” de yeterince anlaşılamamıştır. Bu nedenle farklı bileşenlerle eşitsizlikler en iyi ihtimalle ölçülmekte ve incelenmektedir. Sosyal eşitsizlik;yeni durum, olay ve sorunların gelişmesi nedeniyle göreceli olarak bir dizi yeni boyut, beklenti ve sonuç ortaya çıkarmaktadır. Küresel ve ulusal ölçekte yaşanan yeni gelişme, genişleme ve daralmalar, eğitimde eşitsizliğin tekrar tartışılması gerektiğini ortaya çıkarmıştır. Bu çalışmada da kırsal-kentsel ayrımlar ile sosyoekonomik farklılaşmalar temelinde Covid-19 salgını sürecinde dijital eğitimde ortaya çıkan eşitsizlikler incelenmiştir. Bu iki ayrıma bağlı olarak salgın sürecinde evde uzaktan eğitime katılmaya çalışan üniversite öğrencilerinin dijital medya, internet, bilgi ve iletişim teknolojilerine (DÍB) erişim ve kullanımlarındaki eşitsizliklerin ortaya çıkarılması amaçlanmıştır. Yaş, cinsiyet, ikamet yeri, okuduğu sınıf ve sosyoekonomik statüsüne göre 3 ayrı üniversiteden seçilen toplam 16 öğrenci araştırmaya dâhil edilmiştir. Nitel yöntemin uygulandığı araştırmada, veriler, derinlemesine görüşmelerle elde edilmiştir. Görüşme verileri, Maxqda nitel veri analiz programıyla kategorileştirilmiş ve temalara dönüştürülmüştür. Açık, eksenel ve seçici kodlama neticesinde birleştirilen kategori ve temalar görselleştirilmiştir. Katılımcıların bireysel ve aile özellikleri, okulların çevresi ve mali kaynak durumları, kalkınma, özgürleşme, kültürlenme faktörleri etkileşimli şekilde eşitsizliği ortaya çıkarıcı etkiye sahip olduğu gibi dijital eğitim eşitsizliğinde kırsal-kentsel ayrım ve sosyoekonomik farklılaşmaların belirgin olduğu görülmektedir.

Leading Schools in Times of COVID-19: Building Resilience

The situation brought about by COVID-19 has transformed the way in which schools operate and the goals they have historically served. The objective of this research is to describe COVID-19 conditions that have an impact on the way contact in education is reflected upon and fostered, from the perspective of elementary school principals. Qualitative content analysis was conducted on in-depth interviews with principals from eight elementary schools in urban and rural areas in three regions of Chile. The results show that concern for content learning has given way to concern for students’ socio-emotional well-being, and that in a COVID-19 context schools work differently depending on the area, with rural schools drawing on and strengthening their collaborative relationship with the community, while urban schools have focused on efficient use of digital technology. © 2022,Revista Electronica de Investigacion Educativa. All Rights Reserved.

The Adaptation of Export-Scale Urban Farmers Amid the COVID-19 Pandemic in Bandung Metropolitan

These days, urban agriculture is more than a hobby. It has expanded into a local commercial business, even to an export scale. However, urban farmers who have commercialized their products must adapt to the COVID-19 pandemic situation, which has impacted many aspects of global life. This research used a mixed-method approach. We collected quantitative data from 107 respondents on the household commercialization index, income level, and education level of export-scale-urban farmers in the Bandung metropolitan area, West Java, Indonesia. We also used qualitative data to determine how farmers were adapting to difficult situations due to the COVID-19 pandemic. This information was gathered through in-depth interviews, observation, and documentation. The results showed that the urban farmers continued to prioritize commercial agriculture during the COVID-19 pandemic. The urban farmers must adapt to the COVID-19 pandemic in various ways, beginning with market access, agricultural management, and strengthening financial resources. There are some conditions where adaptation methods adopted by farmers are not environmentally friendly because the farmers are increasingly dependent on synthetic inputs and use cold storage on open land. Thus, the farmers' adaptation steps to maintain export-scale commercial farming activities in the situation of the COVID-19 pandemic also affect intensive agricultural practices that are not environmentally friendly.

Together we STEM: An urban community lab's collaborative internship and social distancing

Despite declining interest in STEM, there is extensive research which demonstrates that out of school time (OST) learning helps motivate students to persist in STEM and that it has an especially positive influence on typically underrepresented students. Unfortunately, the COVID-19 pandemic forced many OST institutions to shut down in March 2020;however, a few programs decided to continue virtually. This study utilized a primarily qualitative phenomenological approach to expand on a heterogenous description of an urban community lab's science program entitled Biorocket which is driven by students' personal interests and requires their collaboration. Their continued experience during the COVID-19 pandemic was explored as well as how this unique OST STEM model and context influenced their motivation in STEM. Participants were recruited from the 2021 Biorocket community. Data collection included semi-structured interviews, observation, and retrospective surveys. Inductive data analysis was utilized with the qualitative data and surveys were statistically analyzed. The seven themes which emerged highlighted (a) the importance of teamwork, (b) allowing for failure, (c) valuing students and their interests, (d) an expanded notion of what science is and who scientists can be, (e) returning to the lab, (f) an experience that goes beyond Biorocket, and (g) the importance of mentorship. Findings highlight the power of creating a community in which students felt as if they belonged and how these positive aspects were able to transfer to multiple environments, ultimately motivating interns to pursue STEM. Reliability and validity were accomplished through verbatim transcription of interviews, triangulation, and member checking. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another's SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.

Navigating (and Disrupting) the Digital Divide: Urban Teachers' Perspectives on Secondary Mathematics Instruction During COVID-19.

This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019-2020 academic year. We use case study methodology with phenomenological interviews to gather insights into the teachers' efforts to modify their mathematics instruction and curriculum while navigating observed digital inequities and new digital tools for mathematics teaching. We also report on the teachers' targeted attempts to bridge home and school while problematizing the threatened humanistic aspect of remote teaching and learning. These frontline experiences recognize technology-associated systemic inequities in marginalized, urban communities and the need to strategize ways to implement equity-oriented technology integration that benefits all learners, especially urban youth. By critically examining digital education in the urban context, crucial conversations can transpire that critique (and disrupt) the digital divide in mathematics education and open doors for other stakeholders to broadly discuss the logistics and implications of digital education to enhance new ways of teaching and learning.