SciELO - Scientific Electronic Library Online

 
 issue84African female university students' experiences of online education at home during the COVID-19 pandemic author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


Journal of Education (University of KwaZulu-Natal)

On-line version ISSN 2520-9868
Print version ISSN 0259-479X

Abstract

SAYED, Yusuf; COOPER, Adam  and  JOHN, Vaughn M.. Crises and disruptions: Educational reflections, (re)imaginings, and (re)vitalization. Journal of Education [online]. 2021, n.84, pp.9-30. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i84a01.

COVID-19 has illuminated and exacerbated inequities, yet, as a crisis, it is not exceptional in its effect on education. We start this critical essay by situating the crisis in its historical, economic, and political contexts, illustrating how crisis and violence intersect as structural conditions of late modernity, capitalism, and their education systems. Situating the current crisis contextually lays the foundation to analyse how it has been interpreted through three sets of policy imaginaries, characterised by the notions of learning loss and building back better and by solutions primarily based on techno-education. These concepts reflect and are reflective of the international aid and development paradigm during the pandemic. Building on this analysis, we present, in the final section, an alternative radical vision that calls on a sociology of possibilities and pedagogies of hope that we see to be central to a new people-centred education imaginary to disrupt current inequalities and provide a new way of doing rather than a return to a business-as-usual approach in and through education.

Keywords : COVID-19; interlocking crises; violence; education policy; techno-education; inequalities; pedagogies of hope.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License