Education

‘Peabody Journal of Education’ issue addresses COVID-19’s impact on education policy, equity and social justice

by Jenna Somers

Peabody Journal of Education: Volume 97, No. 3 (Current Edition)

That Peabody Journal of Education is without doubt one of the first schooling coverage journals to doc the affect of the COVID-19 pandemic on schooling coverage by way of rigorous peer-reviewed research.

Launched in July, the latest edition, The Politics of COVID-19 and Academic Inequities, focuses on the affect of the pandemic on fairness and social justice, with insights into the PK-16 schooling system’s preliminary response to COVID-19 and the way the primary yr of the pandemic is shaping up impacted on schooling and academic inequality. Taken collectively, the articles on this problem point out an pressing want for additional analysis on the academic, moral, and coverage issues surrounding the pandemic.

Three articles from the difficulty are at present obtainable freed from cost:

  • “The Politics of COVID-19 and Educational Inequalities” introduces the difficulty and supplies historic context to the matters and abstracts of the articles.
  • “The Role of Injustice in Schools’ Response to the COVID-19 Pandemic” examines how colleges responded to the stress of the pandemic, how college leaders described the ensuing inequalities, and the connection between social inequality and faculty responses. Researchers discovered that social circumstances performed a key position in educators’ plight and that injustice considerably influenced college restoration.
  • “Crisis upon Crisis: Responses to Education for Refugees Amid COVID-19” examines COVID-19 schooling insurance policies and practices on a worldwide scale and within the native context of Syrian refugee schooling in Lebanon. This research reveals a disconnect between international COVID-19 schooling practices and the complexities of nations experiencing a number of crises, suggesting that worldwide stakeholders could not have the capability or understanding to deal with multi-crisis environments in schooling. Researchers focus on the implications of this discovering to higher deal with energy and justice in refugee schooling.

The difficulty additionally consists of articles from two Vanderbilt Peabody College for Education and Human Development School:

  • “School Discipline in the Age of COVID-19: Exploring Patterns, Policies, and Practice Considerations” by way of Richard Welsh, Affiliate Professor of Management, Coverage and Organizations, addresses the affect of COVID-19 on disciplinary insurance policies and practices in colleges with a concentrate on racial inequality within the exclusion self-discipline. The outcomes of this research point out a necessity for student-centered interventions and office help for educators in cultural responsiveness and classroom administration coaching.
  • “The Impact of the COVID-19 Pandemic and Recession on Career Preparation During High School” by way of Shaun Dougherty, Affiliate Professor of Public Coverage and Training; researchers at Florida State College and the College of Pennsylvania; and Sophie McGuinness, a graduate pupil at Peabody Faculty, is learning the affect of the pandemic on studying disabilities, notably for college students pursuing skilled and technical schooling. The outcomes of this research present that CTE college students skilled smaller declines in commencement and entry ranges in comparison with the broader pupil inhabitants, which sheds gentle on the pliability and resourcefulness of CTE studying environments to serve college students underneath the pressures of the pandemic.

“This Peabody Journal of Training Quantity represents one of many earliest and most complete efforts to doc intimately the affect of the pandemic on mother and father, academics and college students in numerous college settings, from elementary by way of greater schooling,” stated Claire Smrekar, affiliate professor of public coverage and schooling and editor of the Peabody Journal of Training. “The fieldwork captured on this problem highlights the compelling and enduring affect of this pandemic on the lives of educators and households, and may inform instructional coverage on the college, county and college ranges for the longer term.”

Associate Professor of Leadership, Policy and Organizations Claire Smrekar (Vanderbilt University)
Claire Smrekar (Vanderbilt College)

As America’s second longest-running publication on instructional analysis, observe, and coverage, the Peabody Journal of Training is printed 5 occasions a yr on points associated to formal establishments serving college students from early childhood to greater schooling, in addition to establishments offering vocational schooling and people serving college students with disabilities. Every problem explores a standard theme in a variety of contexts.

For extra details about the Peabody Journal of Trainingplease contact PJE@vanderbilt.edu. To buy a subscription, please go to the writer, Taylor & Francis Group. Problems with the journal are additionally obtainable by way of the Libraries of Jean and Alexander Heard.


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