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AUTHOR(S) Anouk Pasquier Di Dio; Will Brehm; Elaine Unterhalter
COVID-19 has shaken up – and continues to shake up – education systems all over the world in ways that we have yet to fully appreciate, much less address. The global COVID-19 pandemic has left few, if any, people, institutions and systems unaffected. Suddenly in 2020, issues that had previously been dismissed as “Third World Problems” became lived experience for many who had previously been able to ignore them if they chose to. Those who were already marginalised experienced the worst suffering. The ongoing pandemic is marked by continuities of the inequalities present before: both between North and South, as well as between “economic Souths in the geographic North and Norths in the geographic South.” (Mahler, 2017, p. 1). Enduring, complex and complexly interconnected inequalities (and insufficient responses to them) have been exacerbated by this additional systemic shock. Inadequate action to address these issues before this pandemic means that vulnerabilities during it are further aggravated. Moreover, where sudden disasters shock a system, less attention and funding is given to existing long-term, slow burn stressors. Shocks related to COVID-19 continue to have devastating effects on pupils, teachers and parents, and also on the ways we can think about the purposes and practices of education – and also research into education.
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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