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Language Revista de Sociología de la Educación (RASE). 2021. Vol. 14, no. 1
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- Educación formal e informal en confinamiento : una creciente desigualdad de oportunidades de aprendizaje(2021) Bonal i Sarró, Xavier; González, SheilaThe lockdown of schools in Catalonia to confront the effects of COVID-19 forced schools and families to react very rapidly to a new scenario of teaching and learning processes without previous planning. This paper assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on data from an online survey (n= 35.419) to families with children aged 3 to 18 years old carried out between 26 and 30 of March, our analysis shows that learning opportunities among children vary significantly between children with different characteristics. During the lockdown, some schools were able to adapt to the new circumstances with better means than others. Likewise, the structure and size of families? forms of capital explain that middle-class families were able to maintain higher standards of education quality, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). In the final part of the paper we highlight the importance of the role of the school to ensure learning opportunities for children from low socioeconomic backgrounds and discuss some policy implications of our findings.
- Educación y brecha digital en tiempos del COVID-19. Perfiles y problemáticas experimentadas por el alumnado juvenil para continuar sus estudios durante el confinamiento(2021) Kuric Kardelis, Stribor; Calderón Gómez, Daniel; Sannmartín Ortí, AnnaIn this paper we analyze the main profiles and problematics experienced by secondary (mandatory and non-mandatory) and university students to confront the academic year during the lockdown caused by the COVID-19 pandemic. From a bivariate and multivariate quantitative analysis based on the research De puertas adentro y pantallas afuera. Jóvenes en confinamiento (Sanmartín et al., 2020), we describe how the most vulnerable social groups had difficulties in keeping up with online education. Besides, a typology of difficulties experienced for students it is elaborated (Q1-withouth important problems, Q2-technic problems, Q3-psico-social problems, Q4-competency-problems) to measure the diverse types of difficulties according to subjects? sociodemographic profile. Lack of competencies is the most generalized difficulty to continue studying , although structural conditions (lack of time and space, ICT accessibility, state of mind, etc.) are particularly relevant among the most vulnerable social groups (low-class, foreign population, rural areas, women).
- Bonnéry, Stéphane y Douat, Étienne (dir.), L?éducation aux temps du coronavirus. París : La Dispute.(2021) Rujas Martínez-Novillo, JavierReseña de Bonnéry, Stéphane y Douat, Étienne (dir.), L?éducation aux temps du coronavirus. París: La Dispute.
- La educación en tiempos virales : el caso de Portugal(2021) Abrantes, PedroThis article presents a contribution to understand the effects of the COVD-19 pandemic in (basic and secondary) education. It is focused on the lockdown process and the ensuing transition for a distance learning model in Portugal, between March and June 2020. With such purpose, the article starts with the search for a suitable theoretical framework to understand a new and unpredictable phenomenon, with a biological background and a leverage of a complex set of political, economic, social and cultural dynamics. Then, some key international reports are discussed. In the second half, after some methodological notes, the main results of a survey to the school principals in Portugal are analyzed, taking into account its application in three moments and therefore its ability to sketch trends and evolutions during this period. The main conclusion is that Portuguese schools were able to assure to the large majority of its students an education service through the Internet, through an intensive process of teachers? learning, organizational development and an unprecedented collaboration between the several education actors. In spite of a remarkable diversity of solutions, the dominant trend was the temporary «migration» of a traditional education model to «standardized» digital environments and, therefore, it has not been able to involve a part of children and young people in more vulnerable conditions, nor to consistently develop a more creative, inclusive and innovative pedagogical model.
- La educación en tiempos de pandemia : una situación excepcional y cambiante(2021) Rujas Martínez-Novillo, Javier; Feito Alonso, Rafael
- Teletrabajo docente durante el confinamiento por COVID19 en Argentina. Condiciones materiales y perspectivas sobre la carga de trabajo, la responsabilidad social y la toma de decisiones(2021) Meo, Analía Inés; Dabenigno, ValeriaIn Argentina educational policies dealing with the effects of COVID-19 have encompassed the lockdown of schools in every compulsory educational level and the National Ministry of Education´s demands to all provinces to guarantee the continuation of schooling. This article examines, on the one hand, material conditions and time organisation of secondary school teachers´ telework at the beginning of the confinement. On the other hand, it explores teachers´ perceptions about their participation in the decision-making process that regulated their work, their views on the mental workload that the emergency and forced telework implied, and their social responsibility towards educational inclusion. To do so, it examines the results of an online survey applied to 678 secondary school teachers from the Metropolitan Area of Buenos Aires, which was carried out at the end of April and at the beginning of May. This piece evidences an increase of work time, in a context of teachers´ material inequalities and diverse institutional cultures (in terms of teachers´ participation, work climate and schools´ previous pedagogic use of TIC), which has impacted on teachers´ mental workload without significantly eroding their trust in school´s ability to educationally support their students.
- COVID-19 y escuela a distancia : viejas y nuevas desigualdades(2021) Jacovkis, Judith; Tarabini-Castellani Clemente, AinaThe school closure as an emergency measure in front of the COVID-19 pandemic has generated unprecedented challenges for the education systems worldwide. In the Spanish case, this closure has been developed in a profoundly unequal system, characterised, among other aspects, by school segregation indexes that are among the highest in Europe. The objective of the article is to analyse the impact of the lockdown on educational inequalities, focusing on the school expression of these inequalities. Specifically, it is aimed at exploring the diversity of strategies adopted by the different schools during the first period of the lockdown, analysing their effects in terms of learning opportunities for children and young people. The analysis is based on a questionnaire answered by 2 777 teachers in Catalonia from pre-school until upper secondary education, and it is structured in four main axes: 1) the educational priorities of the schools during the lockdown; 2) the channels of communication with their students; 3) the pedagogical activities carried out during this time; and 4) the difficulties that teachers consider their students face to follow the course remotely. The results of the analysis show the impact of COVID-19 on the worsening of educational inequalities, expressed by a high inequality of conditions between educational schools to articulate their teaching processes and guarantee the learning of all the students.
- Francia : ¿instrumentalización de la COVID-19 contra la igualdad escolar?(2021) Bonnéry, StéphaneThe COVID-19 pandemic has put education systems to the test. This article deals with the French case, whose educational system was confined for two months, then resumed very partially and selectively before the summer, only really functioning again in September, under unprecedented conditions. It shows that far from being an exceptional parenthesis, the health crisis was used by the government to try to impose structural changes. These conclusions stem from an analysis of the rationale that was previously under way in the projects to reform French education, which makes it possible to distinguish between punctual responses to an exceptional situation and attempts to exploit the pandemic. The government?s attempts to renounce to equality and school democratisation, by reducing the content taught to all pupils, to transfer to families the responsibility and financing of entire disciplines and the content in other subjects, through the development of online learning, and the transfer to the private sector and local authorities of some educational content that would no longer be included in national curricula in the long term. These policies of public disengagement and competition among pupils are the result of approaches which are already at work, since the French education system has hitherto been the subject of an unstable compromise between the logic of social selection and the logic of democratisation of studies.
