How Does Research Knowledge about Social Inequality in Education Matter during the Pandemic? Results of an Analysis of a Public Discourse in Germany

Autor/in	Bormann, Inka
Titel	How Does Research Knowledge about Social Inequality in Education Matter during the Pandemic? Results of an Analysis of a Public Discourse in Germany
Quelle	In: Cogent Education, 8 (2021) 1, Artikel 1985687 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bormann, Inka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2021.1985687
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Distance Education; Social Bias; Social Discrimination; Equal Education; Educational Technology; Technology Uses in Education; Trust (Psychology); Research; Germany + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Soziale Benachteiligung; Soziale Schließung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Forschung; Deutschland
Abstract	The COVID-19 pandemic has led to significant changes around the world, including changes in education. Almost immediately after school closures were imposed in March 2020 and students in many cases had to take digital distance learning classes, educational researchers clearly pointed out that this could contribute to a worsening of existing social inequalities in education. How has this research knowledge been publicly received? This question was investigated with a discourse study framed in terms of innovation theory which analyzed a total of 88 texts from three German Internet platforms covering the period between March and September 2020. The results show that with regard to the consideration of social inequality, two barely connected worlds exist (one in research, one in the professional public). In the professional public discourse, research knowledge plays a subordinate role at best. Moreover, in the public discourse two strands of discourse are found that are also not intertwined. The results are discussed in terms of their significance for trust in educational institutions, the care and maintenance of which is a relevant topic for educational policy and management, particularly in times of disruptive changes in educational practice. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01