Northampton Electronic Collection of Theses and Research

The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy

Farini, F., Baraldi, C. and Scollan, A. (2022) The cohesion of schools as communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of children in England and Italy. Journal of Dialogue Studies. 9, pp. 120-148. 2054-3131.

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Farini_etal_JDS_2021_The_cohesion_of_schools_as_communities_in_the_management_of_COVID-19_pandemic_Reflections_narratives_fears_and_hopes_from_the_voices_of_children_in_England_and_Italy
Farini_etal_JDS_2021_The_cohesion_of_schools_as_communities_in_the_management_of_COVID_19_pandemic_Reflections_narratives_fears_and_hopes_from_the_voices_of_children_in_England_and_Italy.pdf - Accepted Version
Information
Abstract:
The classroom can be a community of dialogic practices where personal and cultural identities are constructed and negotiated and a key context for integration of children with migrant background. However, for the first time in many decades, children across Europe, and globally, have been removed from their primary contexts of socialisation in the public health scramble to contain the pandemic, primarily through extended lockdowns. The consequences of the management of the COVID-19 pandemic on the cohesion of schools as intercultural communities of learning impacted on teachers, children and families. Public health measures to contain the COVID-19 pandemic affect the quality of children’s learning experience and deny access to the classroom as a space of socialisation and intercultural dialogue. Developing from the analysis of 50 focus groups with children in Italian and English primary and secondary schools, this contribution discusses the perspective of children on how the management of the pandemic: 1) impacted on the learning experience, in particular the progression of children with limited access to suitable spaces and resources for home learning; 2) affected the networks of social relationships and intercultural dialogue that have the classroom as their substratum.
Uncontrolled Keywords:
/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Creators:
Farini, F., Baraldi, C. and Scollan, A.
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Research Centres > Centre for Psychology and Social Sciences
Date:
1 January 2022
Date Type:
Publication
Page Range:
pp. 120-148
Journal or Publication Title:
Journal of Dialogue Studies
Volume:
9
Number of Pages:
29
Language:
English
DOI:
10.55207/gwil2829
ISSN:
2054-3131
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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