Fortun, Kim and Duygu Kasdogan. 2020. "Collaborative Analysis: Education and/in COVID-19," Transnational STS COVID-19 Project. May 4.
COVID-19 implicates the content, form and political economy of education at all levels, challenging students, teachers, diverse support staff and administrators in unprecedented ways -- in schools, universities, trade unions, communities and the many other settings where education takes place. COVID-19 also prompts basic questions about the goals of education and the roles of educators as workers, political advocates and “moral pioneers” (Rapp) responsible for helping people figure out how to deal with changing conditions and challenging information. This digital collection and discussion space addresses these issues.
Further discussion will rotate around a continually evolving set of questions, starting with these:
To respond to these questions, click on the ANNOTATE button here, select the question set focused on “COVID-19, Education and Expertise” then click through to the question you want to respond to. You also can add questions, starting on your Dashboard.
This discussion will bring together people interested in or working on the Transnational STS COVID-19 Project to discuss education in/and COVID-19.
We will start the discussion focused on a collection of short essays, “COVID and Higher Education published by the Network of Concerned Academics. Share comments in advance by clicking on the ANNOTATE button at the bottom here. Select the question set for “Reading COVID Commentaries.”
"School systems where children are used to having to teach themselves will do better, reckons Andreas Schleicher of the oecd, a club of rich countries. “The real issue is if you’ve been spoon-fed by a teacher every day and are now told to go it alone, what will motivate you?” In Estonia and Japan students are used to “self-regulated activities”; across the oecd the share is nearly 40%. But in countries such as France and Spain, such autonomy is rare." Read more.