So You Say Our Work Is "Essential": Essential Workers and the Potential for Transformative Learning in the Wake of COVID-19 Social and Economic Disruption

Autor/inn/en	Scully-Russ, Ellen; Cseh, Maria; Hakimi, Lily; Philip, Jerry; Lundgren, Henriette; Ralston, D. J.
Titel	So You Say Our Work Is "Essential": Essential Workers and the Potential for Transformative Learning in the Wake of COVID-19 Social and Economic Disruption
Quelle	In: New Directions for Adult and Continuing Education, (2022) 173-174, S.93-103 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
DOI	10.1002/ace.20455
Schlagwörter	COVID-19; Pandemics; Transformative Learning; Labor Force Development; Capacity Building; Feminism; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Arbeitskräftebestand; Feminismus; Theorie-Praxis-Beziehung
Abstract	At the start of the COVID-19 pandemic, some US workers became "essential" overnight and were, therefore, ineligible to work from home. Millions of these workers put their lives at risk to keep society functioning. So, why do we undervalue those we cannot live without? This article explores the transformative potential of learning in and about essential work in the wake of social and economic disruptions of a pandemic. We ask, what potential does this current moment hold to repair the western social and economic order predicated on the precarity of essential work? We review human flourishing within a human capabilities approach and borrow feminist's notion of repair work that evokes transformative learning in individuals and society. Finally, we consider how the perspective of "learning to repair" along the spirit of uBuntu and generative Communitas can enhance transformative learning theory and practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01