The Field of Education in Reconstruction as the Consequence of COVID Pandemic Rebuilding Education? Mapping Landscapes of Changes in the COVID-19 Era
DOI:
https://doi.org/10.15633/pch.13205Keywords:
education, schools, COVID-19 pandemic, Poland, inequalities, field of educationAbstract
The pandemic outbreak in 2020 has influenced all aspects of social life. We focus on the education system and its impact on social (in)equality using Poland’s case to analyse them, through the notion of Bordieuan social field and knowledge-power relations. We claim that lockdown put into motion important processes or even systemic changes of education, by the emancipation and empowerment mechanism of social actors that aspire to be an active part of the educational field. In Poland, we deal with a static, centralized and hierarchic system. The time of pandemic made the field of education more dynamic. New actors were invited with the result that the power-knowledge relations changed. In this frame, we put the question about educational inequalities. We ask how the educational field is changing in face of the unforeseen and scarcely manageable global pandemic risk. Do they mean less in the global pandemic context or, on the contrary, are they strengthened?
References
Alexander K., Entwisle D., Olson L., Schools, Achievement, and Inequality: A Seasonal Perspective, “Educational Evaluation and Policy Analysis” 23 (2001), pp. 171–191.
Anger S., Heineck G., Do smart parents raise smart children? The intergenerational transmission of cognitive abilities, “Journal of Population Economics” 23 (2010) 3, pp. 1105–1132.
Archer M., Social Origins of Educational Systems, Londyn 1984, SAGE Publications.
Bol T., Witschge J., Van de Werfhorst H., Dronkers J., Curricular tracking and central examinations: counterbalancing the impact of social background on student achievement in 36 countries, “Social Forces” 92 (2014) 4, pp. 1545–1572.
Bourdieu P., Passeron J.-C., Reprodukcja. Elementy teorii systemu nauczania, Warszawa 1990, PWN.
Clarke A. E., Situational analyses: Grounded theory mapping after the postmodern turn, “Symbolic interaction” 26 (2003) 4, pp. 553–576.
Coley R., Kruzik C., Votruba-Drzal E., Do family investments explain growing socioeconomic disparities in children’s reading, math, and science achievement during school versus summer months?, “Journal of Educational Psychology” 112 (2020) 6, pp. 1183–1196.
Colao A., Piscitelli P., Pulimen M., Colazzo S., Miani A., Giannini S., Rethinking the role of Education, “The Lancet, Public Health” 5 (2020) 7.
Hippel P.T. von Workman J., Downey D., Inequality in reading and math skills forms mainly before kindergarten: A replication, and partial correction, of >Are schools the great equalizer?<, “Sociology of Education” 91 (2018) 4, pp. 323–357.
Klimczuk A., The COVID-19 Pandemic from the Perspective of Risk Theory, in: A. Bartoszewicz, K. Księżopolski, A. Zybała (eds.), Polska… Unia Europejska… Świat… w pandemii COVID-19-wybrane zagadnienia. Wnioski dla kształtowania i prowadzenia polityki publicznej, Warszawa 2021, Elipsa, pp. 34–56.
Kurzępa J., Leszczyński K., Przybysz M., Uczniowie a pandemia, Lublin 2021, Wydawnictwo Academicon.
Lavrijsen J., Nicaise I., New empirical evidence on the effect of educational tracking on social inequalities in reading achievement, “European Educational Research Journal” 14 (2015) 3–4, pp. 206–221.
Lien C., Khan S., Eid J., School Principals’ Experiences and Learning from the Covid-19 Pandemic in Norway, “Scandinavian Journal of Educational Research” (2022) pp. 1–16.
Olson M., The Logic of Collective Action, Cambridge 1965, Harvard University Press.
Ślusarczyk M., Spory o edukację wczoraj i dziś: społeczny, polityczny i kulturowy kontekst reform oświatowych – porównanie Polski i Niemiec, Cracow 2010, Oficyna Wydawnicza AFM.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain the copyright and full publishing rights without restrictions, and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
