COVID-19 and the Lost Hidden Curriculum: Locating an Evolving Narrative Ecology of Schools-in-COVID

Autor/inn/en	Maynard, Emma; Warhurst, Amy; Fairchild, Nikki
Titel	COVID-19 and the Lost Hidden Curriculum: Locating an Evolving Narrative Ecology of Schools-in-COVID
Quelle	In: Pastoral Care in Education, 41 (2023) 3, S.325-345 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maynard, Emma) ORCID (Warhurst, Amy) ORCID (Fairchild, Nikki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2022.2093953
Schlagwörter	COVID-19; Pandemics; Hidden Curriculum; Foreign Countries; School Closing; Distance Education; Achievement Gains; Mental Health; Social Emotional Learning; Well Being; Direct Instruction; Elementary School Teachers; Secondary School Teachers; Principals; United Kingdom (England) + Suchen Sie Ihr Suchwort? Heimlicher Lehrplan; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Achievement gain; Leistungssteigerung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter
Abstract	The COVID-19 pandemic brought seismic changes to children and families, with schools at the forefront of the daily battle to maintain learning. We report on our reflexive thematic analysis of data collected with 28 participants in 14 schools in England during the summer of 2021, following two extensive national lockdowns, and two transition points of returning to school under COVID safety measures. Our data reflects an emerging narrative ecology of Schools-in-COVID, developing as the pandemic continued to unfold for children and families, schools, policy makers and ourselves, in a co-construction of what this pandemic has brought to our lives. We present our findings as a reportage, as our collective experience continues to unfold. Our superordinate themes re-position the UK Government priority of academic catch up as secondary to mental health, and argue the re-establishment of the hidden curriculum was the main vehicle for social and emotional learning (SEL) and wellbeing through direct instruction, modelling and practice, typically associated with improved attitudes about the self, others and school and with consequential higher attainment. We report a "partial" inversion of expectations; rather than a heavy emphasis towards widening disadvantage, our participants report some benefit to vulnerable children and young people who gained from a changed in-person learning environment, and overwhelming distress to those deemed "less vulnerable." Our findings identify Schools in the Community, Care before Curriculum, Agility (adapt, survive and thrive), and Reflective and Responsive, as the key aspects of an emerging narrative ecology of "Schools-in-COVID." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01