Troubled schools in troubled times: how COVID-19 affects educational inequalities and what measures can be taken

  • 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.

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Author:Julia FrohnORCiDGND
Parent Title (English):European educational research journal
Publisher:Sage Publishing
Place of publication:London
Document Type:Article
Date of Publication (online):2021/06/06
Date of first Publication:2021/06/06
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2023/05/09
Tag:COVID-19; Educational inequality; Pierre Bourdieu; digital teaching and learning; distance learning; educational disparities; pandemic
Page Number:17
First Page:667
Last Page:683
Dewey Decimal Classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Licence (German):License LogoCreative Commons - CC BY-NC - Namensnennung - Nicht kommerziell 4.0 International