Illuminate Education: Mass Assignment Association

The COVID-19 pandemic has had a profound impact on the world, and its effects have been particularly felt in the education system. Teachers' narratives of teaching and education during this time reveal intimate, intensely lived, and storied experiences that highlight deeply rooted systemic barriers that existed prior to the pandemic.

One of the primary challenges facing educators is accessibility to educational resources and technology. Many students lack reliable internet access, making it difficult for them to complete remote learning assignments. Furthermore, the streaming of children and youth into non-academic pathways has become a major concern, as students struggle to succeed due to systemic barriers and implicit discrimination in school systems and society at large.

In addition to these challenges, the pandemic has also highlighted the importance of building a school culture of care. This involves enhancing professional practice and developing partnerships and relationships between teachers, students, and families. By doing so, educators can create a more supportive and inclusive learning environment that addresses issues of poverty, diversity, equity, and inclusion.

The narratives shared by teachers during this time also highlight the need for technology access to be a top priority. Without reliable internet connections, students are unable to complete assignments and engage with educational resources, putting them at a disadvantage compared to their peers who have greater access to these tools.

Another key theme that emerges from these narratives is the importance of resilience in the face of adversity. Teachers share stories of how they have had to adapt quickly to new circumstances, such as switching to remote learning overnight, and how they have found ways to build connections with students despite physical distancing measures.

Finally, the narratives also shed light on the complex relationships between teachers and students. Many teachers report feeling a sense of loss or disconnection from their students during this time, highlighting the importance of building strong teacher-student identities and relationships.

In conclusion, the pandemic has illuminated deep knowledge and insight into pre-existing school systemic barriers that existed prior to the crisis. By exploring these challenges and identifying solutions, educators can work towards equity reform in schools and create a more inclusive and supportive learning environment for all students.

References:

* Ciuffetelli Parker, D. (2015). Beyond the classroom: The impact of poverty on student learning.

* Ciuffetelli Parker, D. (2019). Poverty and education: A review of the literature.

* DDSB (2019). Poverty and education in Ontario.

* People for Education (2020). The state of education in Canada.

Illuminate education mass assignment association