COVID-19 and Its Effects: On the Risk of Social Inequality through Digitalization and the Loss of Trust in Three European Education Systems

Autor/inn/en	Bormann, Inka; Brøgger, Katja; Pol, Milan; Lazarová, Bohumíra
Titel	COVID-19 and Its Effects: On the Risk of Social Inequality through Digitalization and the Loss of Trust in Three European Education Systems
Quelle	In: European Educational Research Journal, 20 (2021) 5, S.610-635 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bormann, Inka) ORCID (Brøgger, Katja) ORCID (Pol, Milan) ORCID (Lazarová, Bohumíra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211031356
Schlagwörter	COVID-19; Pandemics; Distance Education; Trust (Psychology); Disease Control; School Closing; Social Differences; Governance; Cultural Context; Access to Education; Technological Literacy; Cross Cultural Studies; Foreign Countries; Educational Change; Information Literacy; Computer Literacy; Family Environment; Educational Facilities; Elementary Secondary Education; Access to Computers; Denmark; Germany; Czech Republic + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Sozialer Unterschied; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Access; Zugang; Bildungszugang; Technisches Wissen; Cultural comparison; Kulturvergleich; Ausland; Bildungsreform; Informationskompetenz; Computerkenntnisse; Familienmilieu; Bildungsstätte; Dänemark; Deutschland; Tschechische Republik
Abstract	This paper develops informed assumptions on the potential loss of trust as an unintended side-effect of the measures in education to contain the spread of the COVID-19 pandemic. Well-founded concerns according to which the pandemic-induced closure of educational facilities and the shift to digitalized distance education are contributing to increased social inequality in education serve as a starting point for the argumentation. The paper contends that together with the temporary changes in the style of educational governance, in the medium term an exacerbated social inequality in education can cause a potential trust problem for the central actors imposing the measures. To support this line of reasoning, the exploratory study describes the context conditions which are relevant for the implementation and participation in digitalized distance education (measures, access and competent use of digital devices in education, level of trust) and combines them with the findings of a qualitative analysis of relevant documents from three European countries (Czech Republic, Denmark, Germany). A neo-institutional view is applied to exploring the implications of the changes in education governance and their potential side-effects on trust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01