Reimagining Education: Restore, Rebuild, Curate, Uplift, and Celebrate

Autor/inn/en	Brooks DeCosta, Dawn; Goyens Ward, Danica; Cornell, Michael
Titel	Reimagining Education: Restore, Rebuild, Curate, Uplift, and Celebrate
Quelle	In: Current Issues in Comparative Education, 24 (2022) 2, S.71-87 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Change; Educational Innovation; Public Schools; Urban Schools; Elementary Schools; COVID-19; Pandemics; Distance Education; Blended Learning; In Person Learning; Social Emotional Learning; Culturally Relevant Education; Academic Persistence; Disproportionate Representation; Minority Group Students; Equal Education; Hunger; Unemployment; Diseases; Financial Problems; Death; Racism; Trauma; Social Support Groups; Interpersonal Relationship; Daily Living Skills; Self Management; Sense of Community; New York (New York) + Suchen Sie Ihr Suchwort? Bildungsreform; Instructional innovation; Bildungsinnovation; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Distance study; Distance learning; Fernunterricht; Arbeitslosigkeit; Disease; Krankheit; Sterbefall; Tod; Todesfall; Rassismus; Social support; Soziale Unterstützung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Alltagsfertigkeit; Selbstmanagement
Abstract	In this paper, a principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students, and families to persevere. The pandemic disproportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain, and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll on the school community. The staff, families and children of the community joined together with a mission to support one another, strengthen relationships, practice self-care, address trauma and crisis, tackle unfinished learning, and focus on celebrating the community wherever possible to find joy, survive and thrive. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01