Fostering community socio-educational resilience in pandemic times: Its concept, characteristics and prospects
| Autor: | Iglesias Vidal, Edgar, Esteban Guitart, Moisès, Puyalto, Carol, Montserrat Boada, Carme |
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| Jazyk: | angličtina |
| Rok vydání: | 2022 |
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| Zdroj: | Frontiers in Education, 2022, vol. 7, art.núm.1039152 Articles publicats (D-PS) Iglesias Vidal, Edgar Esteban Guitart, Moisès Puyalto, Carol Montserrat Boada, Carme 2022 Fostering community socio-educational resilience in pandemic times: Its concept, characteristics and prospects Frontiers in Education 7 art.núm.1039152 DUGiDocs – Universitat de Girona instname |
| ISSN: | 2504-284X |
| DOI: | 10.3389/feduc.2022.1039152 |
| Popis: | One area of research that has important implications for preventing school failure is concerned with 'resilient students,' or those children and youth learners who succeed in school despite the presence of adverse circumstances. However, this concept supposes a reductionist vision of the phenomenon of educational resilience by considering the individual as an object of intervention, as well as assuming deficits and limitations to it: its socioeconomic, cultural and linguistic condition. In contrast, we understand resilience as an available resource that transcends the individual and is integrated within a given territory, region or city. The aim of this paper is therefore to propose the incorporation of a new term in the available literature, namely, 'community socio-educational resilience (CSER),' inspired in the term 'community resilience.' To this end, the new term is defined, characterized and illustrated from an experience carried out during lockdown due to COVID-19. By 'CSER' we mean the engagement of different social, cultural and educational agents in the design and implementation of creative and transformative educational practices that challenge such adversity and uncertain circumstances as those deriving from the COVID-19 pandemic (i.e., home confinement, remote teaching). Five fundamental dimensions of the construct are proposed and suggestions for educational practice are discussed This research was funded by AGAUR (Generalitat de Catalunya, Call Pandemies 2020) (Grant no. 2020PANDE00166). ME-G was supported by the 2021 ICREA Academia Research Award (Institució Catalana de Recerca i Estudis Avançats) (https://www.icrea.cat/en) from the Catalan Government |
| Databáze: | OpenAIRE |
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