Educational Equity and the Logics of COVID-19: Informing School Leadership Practices in a New Period of Democratic Education

• In Event: The Political Polarization of Educational Politics and Its Implications for Democratic Education

Abstract

The COVID-19 pandemic created numerous disruptions for schools and districts that are still being dealt with heading into year three of the pandemic. The impact of COVID-19 on school operations has been unprecedented. The closing and reopening of schools, the transition of learning from in-person to online environments, and the ongoing public health crisis have created numerous roadblocks within the K-12 education sector. Communities across the United States had to navigate rising inflation and destabilization in the housing and rental markets (Dietrich et al., 2022). The pandemic exacerbated mental health issues, strained health resources, and widened opportunity and academic gaps in education (Kauffman & Badar, 2022). During the early weeks of the pandemic, schools had to transition millions of students and educators into virtual learning spaces. These disruptions significantly impacted approaches and initiatives that were being set in motion prior to the pandemic. In the aftermath of George Floyd’s murder, many organizations quickly released racial and equity-oriented statements that articulated their new (or ongoing) commitments to addressing racial inequality, advancing professional development that would help alleviate racial biases and racist practices, and supporting communities of color (Knopf et al., 2021). However, recent political and social shifts in U.S. society have exacerbated barriers for students and have created unfavorable conditions for school leaders. School leaders have had to navigate teachers, families, and students through the constant transitions that have impacted education since 2020. The ongoing racial, socioeconomic, and linguistic diversification happening in schools requires educational leaders to be attentive to students’ needs, their learning opportunities, and their community contexts. In this conceptual paper, we discuss equity-oriented leadership specifically within the ongoing COVID-19 pandemic educational landscape. COVID-19 has presented numerous challenges to how education is delivered and received in U.S. schools but has also offered opportunities to promote equitable based teaching and learning practices that can help students succeed academically. Furthermore, these opportunities have presented opportunities to reimagine democratic education, and promote equity-oriented leadership practices as it relates to how schools are organized and operate. We define democratic education as the ability for educators and students to choose learning options without any barriers, and opportunities to engage in the democracy process that promotes civic values, citizenship, and school governance. The purpose of this conceptual paper is to show the importance of equity-oriented leadership during ongoing threats to the current structure of democratic education. This includes promoting district equity initiatives and collaborations that will support learning communities that will meet the needs of students.

Authors

• Joshua Childs, University of Texas at Austin

• Caitlin Farrell, University of Colorado - Boulder

• Ain A. Grooms, University of Wisconsin - Madison

• April L. Peters-Hawkins, University of Houston

• Eligio Martinez, Cal Poly Pomona

• Alison Fox Resnick, University of Colorado - Boulder

• Terrenda Corisa White, University of Colorado - Boulder

• Paula Arce-Trigatti, National Network of Education Research-Practice Partnerships