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001453766 001__ 1453766
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001453766 019__ $$a1356796238$$a1356797074$$a1363816091
001453766 020__ $$a9783031186714$$q(electronic bk.)
001453766 020__ $$a3031186710$$q(electronic bk.)
001453766 020__ $$z9783031186707
001453766 020__ $$z3031186702
001453766 0247_ $$a10.1007/978-3-031-18671-4$$2doi
001453766 035__ $$aSP(OCoLC)1357015934
001453766 040__ $$aEBLCP$$beng$$erda$$cEBLCP$$dYDX$$dGW5XE$$dUKMGB
001453766 049__ $$aISEA
001453766 050_4 $$aLC213$$b.R83 2023
001453766 08204 $$a379.26$$223
001453766 1001_ $$aRudling, Emily S.,$$eauthor.
001453766 24510 $$aEducation and equity in times of crisis :$$blearning, engagement and support /$$cEmily S. Rudling [and five others].
001453766 264_1 $$aCham :$$bPalgrave Macmillan,$$c[2023]
001453766 300__ $$a1 online resource (182 pages :$$billustrations (black and white))
001453766 336__ $$atext$$btxt$$2rdacontent
001453766 337__ $$acomputer$$bc$$2rdamedia
001453766 338__ $$aonline resource$$bcr$$2rdacarrier
001453766 500__ $$aDescription based upon print version of record.
001453766 504__ $$aIncludes bibliographical references and index.
001453766 5050_ $$aIntro -- Acknowledgements -- Contents -- About the Authors -- List of Abbreviations -- List of Figures -- Chapter 1: Facing a Crisis: Foregrounding the Future -- Introduction -- Conceptual Tools -- Overview of the Book -- Conclusion -- References -- Chapter 2: Educational Vulnerability During COVID-19 -- Introduction -- Gender and Identity -- Racism and Discrimination -- Children and Young People with Disability -- Poverty -- Precarity -- Conclusion -- References -- Chapter 3: Lessons from Crises and Disasters: Then and Now -- Introduction -- Section 1: Introducing the Selected Crises
001453766 5058_ $$aViral Health Crises -- Influenza Pandemic (1918-19) -- H1N1 Swine Flu (2009) -- COVID-19 Pandemic (2019-Ongoing) -- Disasters -- Hurricane Katrina, USA (2005) -- Christchurch Earthquakes, New Zealand (2010-11) -- Great East Japan Earthquake (2011) -- Bushfires in Australia (2009, 2019-20) -- Section 2: Three Impacts of Disaster and Crisis on the Learner -- Access to Schooling Is Compromised -- Recovery Takes Time -- Increased Risk of Academic Under-Achievement -- Section 3: Lessons Learned from Crises -- Policy Responses Need to Go Beyond a Focus on Basic Needs and Crisis Containment
001453766 5058_ $$aSchools Need to be Enabled to Take on Crisis Response Management -- Children and Young People Need to be Involved in Crisis Responses -- Conclusion -- References -- Chapter 4: Impacts on School-Based Learning -- Introduction -- School Learning from Home -- A Markedly Different Experience -- Learning Spaces at Home -- Learning Spaces During the Pandemic -- Learning Inequalities -- Learning Experiences During the Pandemic -- Disparities in Extent of Learning While Learning from Home -- Foundational Learning -- Conclusion -- References -- Chapter 5: The Broader Role of Schools -- Introduction
001453766 5058_ $$aSchool Meal Programs -- The Benefits of School-Based Meal Programs -- Responses and Innovations -- Not Safer at Home -- Schools as "Frontline" Child Welfare Responders -- Responses and Innovations -- "Schools as Anchors" for Building and Supporting Wellbeing of Children and Young People -- Effects of Crises on the Provision of School-Based Wellbeing Services and Supports -- School Readiness for Crisis and Recovery -- Teacher Training and Preparedness -- Innovations and Responses -- Conclusion -- References -- Chapter 6: New Learning Provisions and Pedagogies -- Introduction
001453766 5058_ $$aDisaggregation of the Learning Environment -- Online Provision -- Offline Provision -- Television and Radio -- Content Provision Is Not Learning -- Key Developments -- How to Move Forward? -- Technology Enhanced Learning -- A New School: Home Dynamic -- Conclusion -- References -- Chapter 7: Educational Equity in Times of Crisis -- Introduction -- Material Needs -- Emotional Wellbeing -- Access to Learning -- Looking Forward: Putting Learners at the Centre -- References -- Index
001453766 506__ $$aAccess limited to authorized users.
001453766 520__ $$aThis book examines how educational equity is affected during crises specifically the COVID-19 pandemic. Three key concerns emerge for childrens and young peoples education: material needs, emotional wellbeing, and access to learning. The evidence highlights how pre-existing educational inequalities were exacerbated as well as altered during the global pandemic. Critical reviews of educational vulnerability and of significant crises over the past century provide the books foundation. Then, drawing on empirical research from Australia and extensive analysis of international documentation, the book demonstrates significant detriments that pandemic responses caused to formal learning and the broader support role of schools and also addresses promising educational innovations. The book is important not only for scholars in education, but also for practitioners and governments to inform how to better support learning as well as material and emotional wellbeing during and after crises, especially for children and young people experiencing disadvantage. Emily S. Rudling is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Sherridan Emery is a Research Fellow at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Becky Shelley is a Deputy Director at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Kitty te Riele leads the research portfolio at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Jessica Woodroffe is Coordinator of Partner Programs and a Senior Lecturer at the Peter Underwood Centre for Educational Attainment, University of Tasmania, Australia. Natalie Brown is Director of the Peter Underwood Centre and Chair of Academic Senate at the University of Tasmania, Australia.
001453766 588__ $$aDescription based on online resource; title from digital title page (viewed on January 23, 2023).
001453766 650_0 $$aEducational equalization.
001453766 650_0 $$aCOVID-19 Pandemic, 2020-$$xSocial aspects.
001453766 650_0 $$aWeb-based instruction$$xSocial aspects.
001453766 655_0 $$aElectronic books.
001453766 7001_ $$aEmery, Sherridan,$$eauthor.
001453766 7001_ $$aShelley, Becky,$$eauthor.
001453766 7001_ $$aTe Riele, Kitty,$$eauthor.
001453766 7001_ $$aWoodroffe, Jessica,$$eauthor.
001453766 7001_ $$aBrown, Natalie$$c(Educator),$$eauthor.
001453766 77608 $$iPrint version:$$aRudling, Emily S.$$tEducation and equity in times of crisis.$$dBasingstoke : Palgrave Macmillan, 2022$$z9783031186707$$w(OCoLC)1347736979
001453766 852__ $$bebk
001453766 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-18671-4$$zOnline Access$$91397441.1
001453766 909CO $$ooai:library.usi.edu:1453766$$pGLOBAL_SET
001453766 980__ $$aBIB
001453766 980__ $$aEBOOK
001453766 982__ $$aEbook
001453766 983__ $$aOnline
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