Finding Hope, Healing and Liberation beyond COVID-19 within a Context of Captivity and Carcerality

Autor/inn/en	Montes, Iván Rosales; Castro, Laura Peynado
Titel	Finding Hope, Healing and Liberation beyond COVID-19 within a Context of Captivity and Carcerality
Quelle	In: Penn GSE Perspectives on Urban Education, 18 (2020) 1, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Creativity; Pandemics; COVID-19; Learning Processes; Ideology; Power Structure; Principals; Administrator Attitudes; Personal Narratives; Track System (Education); Distance Education; Instructional Leadership; School Closing; Teaching Methods; Administrator Role; Hispanic Americans; Elementary Secondary Education; New York; California + Suchen Sie Ihr Suchwort? Kreativität; Learning process; Lernprozess; Ideologie; Principal; Schulleiter; Erlebniserzählung; Leistungsgruppe; Leistungsdifferenzierung; Distance study; Distance learning; Fernunterricht; Instruction; Leadership; Bildung; Erziehung; Führung; School closings; Schule; Schließung; Schließung (von Schulen); Teaching method; Lehrmethode; Unterrichtsmethode; Hispanic; Hispanoamerikaner; Kalifornien
Abstract	We live in a country with a long history of settler colonialism and we understand that our educational institutions, structures, and ideologies are part of that history. Our perceptions as educators of how students learn and how we should lead can be grounded in implicit biases that may dehumanize learners and perpetuate systems of oppression. Using the "testimonio" of two site principals in New York and California within a broader practitioner research framework we explore the manifestations of captivity, carcerality, and COVID-19 in our lived realities. As educators we are in part complicit in the tracking and creating a vantage point where our students are being seen. We experience tensions. We are committed to our educational "responsibilities to love and serve our students and community" and not allow ourselves the privilege of ignoring, of acting like the racializing of our community does not affect us. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01