In 2020, the world confronted an unprecedented event affecting education globally: COVID-19. Events that disrupt education are not new; Homelessness or trauma negatively impact education at an individual level, whereas war stops education completely. This event is unique in that it caused the cessation of in-person instruction for all but with a rapid transition to remote instruction.
In this study, we explore how the COVID-19 pandemic affected instruction of Scratch Encore Curriculum, a Scratch curriculum typ- ically used in middle grades with students between 10-14 years old. We analyzed a variety of data sources, including partner classroom- level data as well as anonymous download data. We found that instruction halted abruptly in the United States at the beginning of the March lockdown, with no further instruction that spring. With the introduction of online instructional materials, instruction resumed to normal levels during the 2020-21 school year (which was remote instruction for much of the year). In addition, students completed projects with similar accuracy and completeness during remote instruction as compared with in-person instruction prior to the pandemic.
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Water Utilities and the COVID-19 Pandemic: A Review of Pandemic-Related Research
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Abstract This essay examines the experience of conducting a “home‐bound pandemic ethnography”—one that toggles back and forth between the ethnographer’s own experience of the pandemic while in quarantine and the very different pandemic experiences of her Latina immigrant essential worker interviewees. Maintaining a split gaze between one’s own experience and those of one’s interviewees, a home‐bound pandemic ethnography lends itself to a kind of reflexivity and comparison that traditional ethnographic “immersion” does not. Involving the disjunctive knowledge of “being here” while listening to the very different experience of “being there,” it throws into stark relief asymmetries built deep into the ethnographic relationship. While ethnographic immersion rests on the illusion of ethnographers’ acculturation so they become a kind of insider–outsider, a “home‐bound” ethnography refuses the claims of traditional ethnography to “truly understand” the plight of the marginalized populations with whom we work. Just as critiques have emerged of anthropologists’ silence regarding our relative immunity from climate catastrophes (Jobson,
Am Anthropol ,122 , 2020, 259) and from state violence (Gomberg‐Muñoz,J Anthropol N Am ,21 , 2018, 36) in comparison to those whom we research, the pandemic also demands an honest reckoning with the chasm that has widened anew between the lived realities of ethnographers and those of our research “subjects.” Highlighting the discomfort of disjunctive lived realities, a home‐bound pandemic ethnography creates a careful ledger of the ethnographer’s comparative privilege, and questions the very premises of ethnographic immersion. -
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- https://doi.org/10.1061/9780784483954.052
