| Abstrakt: |
The COVID-19 pandemic caused significant educational disruption globally. When the pandemic forced schools to switch to emergency home-schooling, parental engagement in education became more critical. Some parents found home-schooling as an opportunity to form stronger relationships with their children. Others acquired an enhanced insight into their children's schoolwork. However, the emerging literature shows that, as not all parents were equally positioned to support their children's learning at home, emergency home-schooling has resulted in a significant learning loss. Guided by the concept of capital interaction, this article reports on a qualitative case study that investigated the experiences of 20 migrant parents in Victoria, Australia. A thematic analysis of the data reveals challenges associated with parental self-efficacy, financial hardship, language and technological barriers, time constraints, and disengagement and exhaustion. Remote learning may return in the future, and we must prepare for such disruption by improving equitable access to education delivered online and at home. To this end, the paper outlines some policy ideas. [ABSTRACT FROM AUTHOR] |
