COVID-19 and Education in the Global North

This book investigates how education in the Global North is adapting during the COVID-19 pandemic. The chapters draw together academic research and insights into the practical work being done to protect and enrich children's lives. How are students and teachers shaping new modes of learning? What kinds of stories are most successful in communicating with children about the pandemic? What should be the priorities of education during this period of change and in the long term?
This book is part of a mini-series that explores the effects of COVID-19 on children's education, rights and participation. These books will expose and connect the struggles faced by particularly vulnerable children, including children with disabilities, housing-distressed children, and refugee and displaced children. They will explore how best to listen to and support children in diverse situations, in order to enable them to realise their rights more effectively.

Asks fundamental questions about the nature of education, reflecting on its past and considering its future Examines how children and young people are situated within the teaching and learning process Explores how the voices of children and young people affect decisions regarding future educational practices

Autorentext

Ruby Turok-Squire is studying for the Graduate Diploma in Law at City, University of London, UK. She previously completed an LLM in International Development Law and Human Rights at the University of Warwick, UK. In 2020, she co-organised an interdisciplinary conference entitled "Rainbows in Our Windows: Childhood in the Time of Corona".

Inhalt
PART I.- Chapter 1. When the school run isn't possible: Rebuilding a community throughout coronavirus; Daniel Wright.- Chapter 2. Emergency children's literature; Gabriel Duckels and Amy Ryder.- Chapter 3. Ecological drama pedagogy with young people: Learning to navigate urgency; Dr. Catherine Heinemeyer.- PART II. Tending to Education.- Chapter 4. 'I feel a bit freer than before': The silver linings of the Covid-19 lockdown, noticed by teachers in England; Kathryn Spicksley, Dr. Alison Kington, and Dr. Maxine Watkins.- Chapter 5. Maslow Before Bloom: Tending to education in the age of COVID-19; Dr. Melissa Juchniewicz.- Chapter 6. Exploring the meaning and application of compassion in primary education during the COVID-19 pandemic; Dr. Juliet Raynsford.- Chapter 7. Experiences of families surrounding and supporting children and youth with special education needs: Learning and living at home during COVID-19; Dr. Jess Whitley.- PART III. Young People as Educators.- Chapter 8. Opening the world during lockdown: Multilingual and multicultural experiences for post-16 pupils, a mentor-led project; Lucy Jenkins and Tallulah Llewellyn Machin.- Chapter 9. Reimagining education during a pandemic: Children and young people as powerful educators; Dr. Deborah Ralls, Dr. Lou Lahana, and Dr. Briony Towers.