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The Impact of COVID-19 Laws, Policies, and Practices on Educational Equity  

Nate Hutcherson, Sergio D. Barragán, Shadman Islem, and Raquel Muñiz

K–12 education and higher education in the United States were drastically affected by COVID-19. Local, state, and federal leaders’ decisions in response to the pandemic were meant to protect the health of their communities. These decisions included school closures across the country, vaccine mandates in some states, and bans on vaccine mandates in other states. Additionally, educational institutions made adaptations to education that resulted in widespread differences in students’ educational environments. These adaptations included remote learning in the K–12 and higher education contexts, changes to student support services, and changes in standardized testing requirements for higher education admissions applications. The result of these decisions and adaptations were educational laws, policies, and practices that were not equally enjoyed and experienced by all students but rather further exacerbated preexisting educational disparities. Marginalized students, including low-income individuals, students of color, first-generation students, and English Learners, already faced significant barriers to fully engage in their education prepandemic. The inequities of pandemic responses only served to further entrench these disadvantages. These efforts raise important considerations for future research, policy, and practice that can curb the effects of the COVID-19 pandemic and future crises.

Article

Policies, Educational Reforms, and the Everyday Making of School in Argentina  

Silvia Grinberg

School reform in Argentina has undergone major changes as a result of two structural transformations of the educational system in the last 40 years. There have been, and continue to be, multiple lines of action involving laws, programs, and policies that affect every aspect of school life. Layers of reform play out in the everyday life of schools, both as lofty statements about education and as large and small everyday acts. Despite disgruntled demands, nostalgia, and counter-reforms, it is crucial to pay attention to the everyday making of an institution, a making that takes place in the muck of history. Each of the programs, policies, regulations, and laws is engraved in this muck as a kind of sediment in a palimpsest-like mechanism where traces of the previous reform remain. These reforms, especially their impact on the life of institutions, remain a black box. The key to a different way of conceiving educational policy and reform lies in the everyday and in listening carefully to events as mundane as they are outlandish. It is a matter of patching things together in the everyday making of schools and their actors, which is marked by crisis, fragility, and precariousness.

Article

Practice Architectures  

Christine Edwards-Groves and Peter Grootenboer

The theory of practice architectures has been emerging in common parlance in qualitative research investigating the nature and conduct of education (and other) practices since it was first introduced in 2008. The theory was developed to capitalize on “the practice turn” in social life and organizational activity. Since its inception, the theory of practice architectures has become an influential and widely utilized theory, among the broad family of practice theories focused on the social, cultural, and material world. The theory has been taken up in many countries and in many fields—including education, health, agriculture, environmental science, and business—legitimizing it as a robust way to conceptualize the sociality, situatedness, and happeningness of practices associated with participating in the social world. As a basic premise, the theory of practice architectures attests that in everyday life- and system-worlds, practices are existentially dynamic, socially constituted, intersubjective activities that are always influenced by practice architectures. Practice architectures are the enabling and constraining conditions that influence what happens among interlocutors as they encounter one another in practices. Understanding practices means attending to ways the intricately interconnected and simultaneously produced sayings, doings, and relatings “hang together” in a project through individual (or subjective) and intersubjective achievements. It is in intersubjective spaces where • what people can say and think (sayings), in the semantic space shared among interlocutors, is made possible (or difficult or impossible) by the cultural–discursive arrangements found in or brought to a site—that is, by the content and form of shared (or not shared) language and specialist discourses used; • what people can do (doings), in the physical space-time shared with other embodied beings, is made possible (or not) by the material–economic arrangements—that is, by actions, activities, and work done amid the objects that exist in the site; and • how people can relate to others and the world (relatings), in the social space shared with other social–political beings, is made possible (or not) by the social–political arrangements—that is, by the relationships of power, agency, and solidarity. Establishing a deep sense of site is critical for understanding the nature and particularity of practices and practice architectures that shape how education is experienced (produced and reproduced) in the site. The site ontological schematic counters oversimplified or ambiguous perspectives by orienting to the complex linguistic, cultural, interactive, material, temporal, social, and relational constitution of practices as they happen in the local site. By establishing more nuanced site-based understandings, detailed descriptions, and critical explanations about the conditions that prefigure (although do not predetermine) the conduct of practices, transformations to those practices are possible. Consequently, the theory of practice architectures has been described as a transformative resource—because to change education, one must change the practice architectures that enable and constrain its practices. Broadly speaking, therefore, the theory of practice architectures is an integrated theoretical (way of considering), analytical (way of examining), linguistic (way of describing), and transformative (way of changing) resource or frame for studying practices.

Article

LGBTQ+ Students in PK–12 Education  

Benjamin A. Lebovitz, Erin K. Gill, Mollie T. McQuillan, and Suzanne E. Eckes

Shifts in the visibility and recognition of LGBTQ+ identity have been accompanied by an evolution in understanding how educational policies, curricula, and environments impact well-being, health, and academic success. Since 2015, landmark decisions by the U.S. Supreme Court recognizing same-sex marriage and expansively defining sex under employment law have been joined by a retrenchment in public opinion as well as federal and state policy. This paradox of both increasing LGBTQ+ visibility and resistance toward LGBTQ+ acceptance has centered LGBTQ+ youth in political debates, with a particular focus on issues related to transgender and nonbinary youth. Historically, the literature on LGBTQ+ students in schools has focused on discrimination and poor social relationships, such as bullying, harassment, and victimization. While situated in a deficit-based framing, students’ reports of negative school environments and their connection to poor academic and health outcomes provide the motivation for policymakers, educators, parents, and other educational stakeholders to invest in structural and social reform efforts. The law has played a prominent role in both the expansion and retrenchment of students’ civil rights in schools, and this has been true for LGBTQ+ students. LGBTQ+ students have experienced many favorable but fluctuating rulings in many courts, so school officials would be wise to keep apprised of the evolving decisions in their jurisdictions. Educational stakeholders should familiarize themselves with the legal landscape, advocate for inclusive and protective state and local policies, ensure that local district practices protect LGBTQ+ students from discrimination and harassment in schools, leverage LGBTQ+-inclusive community organizations and resources, participate in trainings to improve inclusive school practices, and build LGBTQ+-inclusive facilities, teaching practices, and social supports for youth.

Article

Sweden and Education as a Market  

Lisbeth Lundahl

Since the late 1970s, the relationship between the state, the public sector, and the economy has undergone a profound transformation globally toward privatization, commercialization, and market organization. Pronounced marketization of education has occurred even in the Nordic countries, traditionally characterized as having social democratic/universalistic and egalitarian welfare systems, but with considerable national variations. Sweden has caught international attention by introducing unusually far-reaching, state-supported privatization of educational provision and strong incentives for school choice and competition. Central issues addressed include the factors associated with the exceptionally swift and far-reaching market reforms in Sweden, as well as the persistence of the resulting system and its consequences according to current research. A hasty reform decision, paucity of envisioned alternatives, and the appeal of school choice for an expanding middle-class contributed to the neoliberal turn in Swedish education politics. Generous rules of establishment and possibilities of profit-making attracted big businesses, particularly after the decision in the mid-1990s to fully tax-fund independent “free” schools. Within a 10-year period, substantial proportions of the schools were owned and run by large, profit-making companies and chains. Research has shown that the school choice and privatization reforms, besides providing parents and young people in the urban areas with a vast smorgasbord of schools, have fueled growing educational inequity and segregation since the 1990s. Despite increasing criticism of the design of school choice and profit-making in education from many sides, recently even from conservative–liberal media and politicians, the Swedish “market school system” persists and flourishes.

Article

Critical Policy Discourse Analysis in Higher Education  

Jane Mulderrig

Critical Policy Discourse Analysis (CPDA) is a method for critically investigating the linguistic mechanisms by which education policy is constituted and contested in specific contexts. It involves a systematic methodology for textual and contextual analysis, designed to explore historically specific policy problems and their ideological significance. The analytical procedures involved in this approach are illustrated by means of a case study examining the introduction of quality-assurance governance practices and market-oriented reforms to U.K. higher education (HE). Specifically, the “Teaching Excellence Framework,” introduced in 2017, has two core purposes: to audit and rank universities by teaching quality and to open up the university market to private (for-profit) providers. The two main government documents which introduced this policy are examined in order to explore the prominent themes within this policy, as well as the linguistic strategies that contribute to its ideological framing. A critical investigation of the language through which this policy was introduced and legitimated reveals the neoliberal principles which underpin it and demonstrates how it operates as a dehumanizing technique of calculation and surveillance, while subordinating universities’ societal role to the needs of the economy. Corpus-aided methods are combined with a framework for close textual analysis of policy data, focussing on presuppositions, evaluation, modality and pronouns. The analysis shows the systematic linguistic processes by which student-consumer subjectivities are constructed and the rhetoric of “choice” and “value for money” is (mis)represented as the key to greater access and social mobility for students. This policy takes a significant step toward recasting educational relations in extrinsic, exchange-value terms, which are deeply damaging to universities’ original purpose of building communities of critical reflection, intellectual freedoms, and trust.

Article

Teacher Education in Poland  

Joanna Madalinska-Michalak

Teacher education in Poland is viewed as a lifelong journey, encompassing preservice training, induction, and ongoing professional development. The primary emphasis is on empowering teachers as perpetual learners and tailoring their education to meet individual needs, as well as the needs of educational institutions and students. In Poland, teacher education is deeply integrated with higher education and has been shaped by substantial reforms. The current landscape of teacher education in Poland is a result of significant reforms initiated by the state, aligning with the Bologna process. The Bologna process aims to harmonize higher education systems across Europe by establishing the European Higher Education Area. This facilitates student and staff mobility, enhances inclusivity and accessibility, and boosts the competitiveness of European higher education globally. The changes in teacher education in Poland have also emphasized quality assurance, qualifications frameworks, recognition processes, and more. The overarching objective is to elevate the quality of teaching and learning. Comparative analysis of Poland’s teacher education system and international findings suggests several policy initiatives that should be implemented. These initiatives can be broadly categorized into two sets: strategies aimed at improving the status and competitiveness of the teaching profession, and targeted approaches for attracting and retaining specific types of teachers, particularly in specific schools. To enhance teacher education in Poland, recommendations include limiting the number of teacher education candidates based on demand, increasing funding, and implementing more selective admission processes within higher education institutions. Moreover, strengthening support for teacher mentors and improving the socioprofessional position of teachers is seen as essential. Attracting and recruiting the best teachers in Poland is a critical challenge, particularly in the face of emerging trends and teacher shortages. To address this issue effectively, it is essential to improve the image of the teaching profession, enhance working conditions, and provide incentives for aspiring educators. Additionally, more flexible teacher education programs that accommodate a diverse range of candidates and prepare teachers for the changing educational landscape are necessary to ensure a continuous supply of high-quality teachers.

Article

Multilingualism in Monolingual Schools and the German Example  

Ingrid Gogolin

The majority of European countries consider themselves as monolingual nation-states. Some exceptions are countries composed of different linguistic territories, such as Belgium and Switzerland. Another form of exception is countries where certain territories are inhabited by linguistic minorities who are granted particular linguistic rights. Monolingualism with exceptions for special constellations or cases is therefore considered the “linguistic normality” in European nations. This understanding of normality is also reflected in the nations’ public institutions and is particularly pronounced in the national education systems. The linguistic reality in Europe, however, contrasts with this notion of normality. Since time immemorial, the regions that have become European nation-states have been characterized by linguistic diversity, not only across but also within their boundaries. Since the second half of the 20th century, however, the number of languages that are vital and used daily has considerably increased. The most important driver of this development is international migration. Some European countries—Germany in particular—belong to the most attractive immigration destinations of the world. Despite of this reality, European national education systems largely persist in their monolingual mindset—or in other words: in a monolingual habitus. This ambiguity can be amply illustrated by the example of the German education system. Education research shows that it belongs to the causes of educational disadvantage for children from immigrant families. This is precisely why innovation initiatives have been launched to mitigate the risks to teaching and learning associated with multilingualism, while making the best use of the resources offered by linguistic diversity to all children—be they growing up in monolingual or multilingual families.

Article

Anti-oppression Education  

Tonya D. Callaghan, Jamie L. Anderson, Caitlin A. Campbell, and Nicole Richard

Throughout history, education systems have operated as a primary mode of socialization wherein students are invited to learn about the world around them by way of dominant narratives that define what is “normal” and “commonsense.” To that end, schooling bifurcates the “normal” from the “Other,” ascribing power to one and over the other. Both explicit and implicit curricula reinforce hegemonic ideologies and serve to reproduce social structures of power through racism, sexism, coloniality, homophobia, ableism, transphobia, and more. Despite the insistence of pedagogical and curricular neutrality, schools are places in which bodies and knowledge are perpetually regulated. As a result of the unequal power dynamic between teachers and students, educators regularly participate in the transmission of hegemonic ideologies and values in their practices. Anti-oppression education (AOE) refers to the mobilizing of pedagogy, curricula, and policymaking to work against the modes of oppression that operate within and outside of schools. Specifically, AOE is concerned with challenging the normalization of inequities at the nexus of race, sex, gender, ability, place of origin, et cetera. Drawing on critical theories, including queer theory, intersectional feminism, and critical race theory, AOE captures numerous pedagogical practices that attend to the social construction of knowledge and consider alternative ways of being, thinking, and doing. In that way, AOE not only seeks to disrupt the repetitions of discursive violence and the material inequities that result from systemic oppression but also aims to reimagine the purpose of schooling altogether as a means for transformation and liberation. Despite waves of political resistance in Canada and the United States that demonize AOE praxis as left-wing radicalism, there remains a need to further examine the role that anti-oppressive practices can play in transforming education systems and improving the well-being of students, staff, and school communities.

Article

COVID-19 and Pupils’ Learning  

Katharina Werner and Ludger Woessmann

The COVID-19 pandemic impacted the life of school children in major ways. In many countries, schools were closed for several months, with various modes of distance learning in place. This challenged pupils’ learning experiences. In addition, social-distancing rules impeded their peer interactions, potentially impeding their socio-emotional development. We summarize the available evidence on how the pandemic affected the educational inputs provided by children, parents, and schools, how it impacted children’s cognitive and socio-emotional skills, and whether the experiences will leave a persistent legacy for the children’s long-run development. The evidence suggests that in most countries, a majority of children experienced substantial losses in the development of cognitive skills. The learning losses tend to be highly unequal, with children from low-socioeconomic-status families and children with low initial achievement suffering the largest losses. The COVID-19 pandemic also interfered with the socio-emotional well-being of many children, although serious longer-term repercussions to their socio-emotional development may be restricted to a limited subgroup of children. Because child development is a dynamic and synergistic process, in the absence of successful remediation the initial skill losses are likely to reduce subsequent skill development, lifetime income, and economic growth and increase educational and economic inequality in the long run.