Crean, Margaret and Devine, Dympna and Moore, Barbara and Martínez Sainz, Gabriela and Symonds, Jennifer and Sloan, Seaneen and Farrell, Emma
(2023)
Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic.
British Journal of Sociology of Education, 44 (3).
pp. 452-466.
ISSN 0142-5692
Abstract
Schools have a duty of care to children that extends beyond educational performance to include wellbeing and welfare. Yet, research has high-lighted the tensions that arise when ‘care’ and ‘learning’ are treated as binaries, especially when schools operate within unequal socio--economic conditions. Extended COVID-19 school closures brought these issues into sharp relief, highlighting the central role of schools as a frontline service in the lives of poorer children. This paper provides qualitative insights into the classed experiences of extended school closure and the role and response of schools through the eyes of parents, teachers and principals in Ireland. We frame these responses in the context of the provision of a careful education, exploring the role of normative and affective relations in teaching and learning. Questions are posed in relation to schools as care regimes and the ‘mission creep’ between educational and welfare provision in schools serving poorer children.
| Item Type: |
Article
|
| Keywords: |
COVID-19 school closure;
lay normativity; affective
relations; children’s rights;
socio-economic inequality;
social class; |
| Academic Unit: |
Faculty of Social Sciences > Applied Social Studies |
| Item ID: |
18939 |
| Identification Number: |
https://doi.org/10.1080/01425692.2023.2174077 |
| Depositing User: |
Dr Margaret Crean
|
| Date Deposited: |
26 Sep 2024 14:16 |
| Journal or Publication Title: |
British Journal of Sociology of Education |
| Publisher: |
Routledge |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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