Classroom Communities, Pandemic Portals: Rethinking Solidarity through Pedagogy and Practice

Autor/inn/en	El Sabbagh, Jinan; Schwarz, Corinne
Titel	Classroom Communities, Pandemic Portals: Rethinking Solidarity through Pedagogy and Practice
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 59 (2023) 2, S.221-235 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwarz, Corinne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2023.2169692
Schlagwörter	COVID-19; Pandemics; Social Justice; Group Unity; Cooperation; Racism; Educational Change; Cooperative Learning; Resistance (Psychology); Intersectionality; Ethnography + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Gruppenidentität; Co-operation; Kooperation; Rassismus; Bildungsreform; Kooperatives Lernen; Resistenz; Ethnografie
Abstract	The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding "summer of abolition;" book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus's definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual's survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to "normal," we can go forward into new classroom context where white supremacist ideologies do not shape students' and teachers' shared learning experiences. Instead, interdependence can serve as a form of creative resistance to the more implicit forms of harm embedded in educational experiences, opening up platforms to counter marginalization and speak against what has been traditionally silenced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01