Implications of Relative Privilege: (In)Equity in Pandemic Practicum

• In Event: Teacher Education During a Worldwide Pandemic

Abstract

The COVID-19 pandemic has highlighted local and global inequities and presented opportunities for reimagining more equitable systems (Ladson-Billings, 2021; Larkin, 2021). In this paper, we focus on a central structure of teacher education: the practicum. The pandemic disrupted practicum opportunities (Flores & Gago, 2020; Kidd & Murray, 2020; la Velle et al., 2020; Moyo, 2020). We used comparative case study (Bartlett & Vavrus, 2017) for critical analysis of two responses to pandemic practicum: a private university in urban Chile and a public university in a suburban/rural setting in the U.S. Midwest. Our analysis examined the functions of privilege and marginalization within and across our local and global contexts, considering the axes of inequities on a micro, meso, and macro level.

Authors

• Suki Jones Mozenter, University of Minnesota Duluth

• Florencia Gomez Zaccarelli, Pontificia Universidad Catolica de Chile