TY  - JOUR
A1  - Frohn, Julia
T1  - Troubled schools in troubled times: how COVID-19 affects educational inequalities and what measures can be taken
T2  - European educational research journal
N2  - When discussing possible consequences of the COVID-19 pandemic, it seems certain that the effects of the pandemic will most likely magnify existing educational disparities in Europe and around the world. However, so far, little is known about how the conditions and consequences of distance learning intensify existing dynamics of educational inequalities. This paper aims at answering the question of how educational disadvantages in socially deprived settings are exacerbated through the pandemic. On this basis, it reflects on potential educational practices that can help countering these dynamics. For this study, interviews with teachers in socio-economically disadvantaged (n = 12) and in privileged settings (n = 4) were conducted, transcribed and investigated through qualitative data analysis. The data were categorized with reference to Pierre Bourdieu’s theory of capital to analyze and systematize the empirical results. Finally, a case study from the interview material offers options for action that can counteract a possible worsening of educational disadvantages and help (re-)think school and teaching based on the experiences gained during the lockdown.
KW  - Educational inequality
KW  - COVID-19
KW  - distance learning
KW  - educational disparities
KW  - pandemic
KW  - Pierre Bourdieu
KW  - digital teaching and learning
Y1  - 2021
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/73361
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-733610
SN  - 1474-9041
VL  - 20
IS  - 5
SP  - 667
EP  - 683
PB  - Sage Publishing
CY  - London
ER  -