Schooling during COVID-19 crisis

The global pandemic triggered an extraordinary schooling experience in which digital technologies appear to be in the front line. Platforms and communication softwares coexist with analogue strategies and uses of public media to sustain some sort of remote school. RED scholars reflect upon this experience in their countries answering the following questions:

1 – Most school systems in the world have organized emergency assemblages to deal with the Covid-19 crisis. What role have digital platforms played in these arrangements?

2 – Has the Covid-19 crisis changed the data policies in education in your country?

3 – How have remote emergency education provisions (e.g. emergency technological infrastructures, hardware, software, home visits, other new practices) affected teachers and students from marginalized populations in your country? Which technological infrastructure do they have access to?

4 – Would you speak of a “pandemics pedagogy” (Williamson et al, 2020) in your country? If there is one, which features does it have?

Argentina (by Patricia Ferrante)

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Sweden (by Thomas Hillman and Svea Kiesewetter)

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Germany (by Felicitas Macgilchrist and Birte Schröder)

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