Social Class, COVID-19 and Care: Schools on the Front Line in Ireland during the COVID-19 Pandemic

Autor/inn/en	Crean, Mags; Devine, Dympna; Moore, Barbara; Martínez Sainz, Gabriela; Symonds, Jennifer; Sloan, Seaneen; Farrell, Emma
Titel	Social Class, COVID-19 and Care: Schools on the Front Line in Ireland during the COVID-19 Pandemic
Quelle	In: British Journal of Sociology of Education, 44 (2023) 3, S.452-466 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez Sainz, Gabriela) ORCID (Symonds, Jennifer) ORCID (Sloan, Seaneen) ORCID (Farrell, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2174077
Schlagwörter	Foreign Countries; School Role; COVID-19; Pandemics; School Closing; Low Income Students; Social Class; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Caring; Socioeconomic Status; Equal Education; Elementary Schools; Distance Education; Principals; Hunger; Educational Resources; Student Needs; Ireland + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Social classes; Soziale Klasse; Elternverhalten; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Socio-economic status; Sozioökonomischer Status; Elementary school; Grundschule; Volksschule; Distance study; Distance learning; Fernunterricht; Principal; Schulleiter; Bildungsmittel; Irland
Abstract	Schools have a duty of care to children that extends beyond educational performance to include wellbeing and welfare. Yet, research has highlighted the tensions that arise when 'care' and 'learning' are treated as binaries, especially when schools operate within unequal socio-economic conditions. Extended COVID-19 school closures brought these issues into sharp relief, highlighting the central role of schools as a front line service in the lives of poorer children. This paper provides qualitative insights into the classed experiences of extended school closure and the role and response of schools through the eyes of parents, teachers and principals in Ireland. We frame these responses in the context of the provision of a careful education, exploring the role of normative and affective relations in teaching and learning. Questions are posed in relation to schools as care regimes and the 'mission creep' between educational and welfare provision in schools serving poorer children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01