Public Health Crises Compounded: A High School Equivalency Context in the Time of a Pandemic

Autor/inn/en	Zukowski, Isaiah; Parker, Zachary; Shetterly, Daisy; Valle, Kimberly
Titel	Public Health Crises Compounded: A High School Equivalency Context in the Time of a Pandemic
Quelle	In: International Review of Education, 67 (2021) 1-2, S.31-52 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zukowski, Isaiah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-021-09889-8
Schlagwörter	High School Equivalency Programs; COVID-19; Pandemics; School Closing; Access to Education; At Risk Persons; Educational Finance; Barriers; Urban Areas; Adult Learning; Nonprofit Organizations; Adult Educators; Nongovernmental Organizations; Social Bias; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Education; Access; Bildung; Zugang; Bildungszugang; Risikogruppe; Bildungsfonds; Urban area; Stadtregion; Adulte education; Adult training; Erwachsenenbildung; Nonprofit-Organisation; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende
Abstract	High school equivalency (HSE) is a recognised alternative to a high school diploma in the United States. It offers an opportunity to a range of disadvantaged adult learners such as school dropouts, refugees etc. to attain an educational certificate enabling them to move on in their life. This article presents an autoethnographic case study of a non-profit HSE programme in Philadelphia during the COVID-19 pandemic. The four authors of this article, all of them instructors on the front line of the youth crisis in adult education, explore the broader context of non-governmental organisation (NGO) management and privatised HSE exams. In their research and their reflections, they found that the pandemic exacerbated existing economic and social inequalities, with both pre-pandemic and current delivery of their HSE programme failing to address the survival needs of a population which has long been living in crisis. Juxtaposing relevant youth-in-crisis literature with narratives both from before the pandemic and whilst living through it, the authors of this article discuss the funding and institutional constraints around the environment in which they teach. Their case study sheds light on competing priorities within the non-profit education landscape, highlighting both pitfalls and successes in HSE curriculum and administration. The authors conclude that rapid adaptation to online teaching tools, platforms and products is not the panacea that many outcomes generators would like it to be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01