Pedagogy of the Pandemic: What Teachers' Experiences Reveal About Educational (In)Equity and (In)Justice During COVID

Session Type: Symposium

Abstract

Expectations for teacher work have changed radically since March of 2020 and teachers have been the primary agents of change in this transition. This symposium reports on a research project that interviewed over 100 teachers about making the shift from teaching in-person to teaching by remote during the COVID-19 pandemic. The session focuses on participating teachers’ insights about: 1) the way the move to remote teaching has intensified existing educational inequities, and 2) the possibilities they saw for ameliorating those inequities, including unexpected possibilities for greater care and inclusion created by the pandemic. Topics include: the use curricular standards during the crisis, public/private school divides, home-school communication, and impact on ELL students and special education students.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Policies, Mattering, and Praxis

Chair

• Jerry L. Rosiek, University of Oregon

Papers

• Students Over Standards: Stories of Care, Connection, and Culturally Sustaining Pedagogies During the COVID Pandemic - Roshelle Weiser-Nieto, University of Oregon; Shareen Springer, University of Oregon; Allison Ivey, Oregon Department of Education; Sue Wilson, University of Oregon

• Home-School Relationships as a Dimension of Educational Equity During the Pandemic: Perspectives From Teachers - Mary R. Adkins-Cartee, University of Oregon; Dana Cohen Lissman, University of Oregon

• What Does Pandemic Privilege Look Like? The Exacerbation of the Public/Private Divide in Times of COVID-19 - Kevin Donley, University of Oregon

• Accommodating the Pandemic - Nicholette DeRosia, University of Oregon

Discussant

• Roland W. Mitchell, Louisiana State University