Navigating Liminality, Disruption, and Change: A Prismatic Look at Initial Pandemic Education

• In Event: Supporting Teacher Occupational Health

Abstract

Using collaborative prismatic inquiry, which developed out of Deleuze and Guattari, a team of researchers documented personal experiences spanning elementary through higher education to determine what helped and what needed to improve the adaptability of our educational system during the COVID19 emergency. Three teams employed a layered, prismatic analysis. Team one used line-by-line coding to identify overarching themes. Team two explored the importance of students through NVivo. Team three identified elements that prepared, maintained education, and undermined success. Overall, the teams identified that students remain at the heart of the conversation, supported by leadership, teachers, parents, and the students themselves. Furthermore, all four need, in differing ways: (1) connection, (2) voice, (3) social-emotional skills, and (4) academic knowledge.

Authors

• Marni E. Fisher, Saddleback College

• Kimiya Sohrab Maghzi, University of Redlands

• Charlotte Achieng-Evensen, Chapman University

• Meredith Anne Dorner, Irvine Valley College

• Frances Hansell, Brandman University

• Leslie Whitaker, Capistrano Unified School District

• James St.Amant, Apple Valley Unified School District

• Susan Gapinski