Smythe Suzanne, Wilbur Amea, Hunter Emily
Adult Literacy and Adult Education, Faculty of Education, Simon Fraser University, Vancouver, BC Canada.
Faculty of Professional Studies, University of the Fraser Valley, Abbotsford, BC Canada.
Int Rev Educ. 2021;67(1-2):9-29. doi: 10.1007/s11159-021-09882-1. Epub 2021 Mar 5.
The societal lockdown imposed in Canada in March 2020 to stem the spread of COVID-19 severed key points of connection for low-income Canadians who rely upon schools, libraries and even fast-food chains for internet connectivity. This has had dire implications for timely access to vital information and resources, and has revealed the extent to which women, transgender and racialised communities are bearing the brunt of the pandemic's effects. This article describes a study that investigated the pandemic-related work of community-based adult educators in the ethno-culturally diverse Canadian province of British Columbia. Interviews were conducted with 18 educators who were working on the "front lines" of the pandemic, to document their support of low-income and newcomer communities, to understand how these educators responded in terms of pedagogies and strategies, and to map how these pedagogies and practices might be leveraged for more equitable relationships in post-pandemic community-based education. The authors found that the educators developed a range of inventive and dynamic pedagogies oriented to social solidarity and to taking up intersectional oppressions. These "pandemic pedagogies" may contribute to more equitable and inclusive social-technology relationships in a post-pandemic future.
2020年3月加拿大实施社会封锁以遏制新冠病毒病传播，切断了低收入加拿大人与互联网的关键连接点，这些人依赖学校、图书馆甚至快餐店来接入网络。这对及时获取重要信息和资源产生了严重影响，并揭示了女性、跨性别者和有色人种社区在多大程度上首当其冲受到疫情影响。本文介绍了一项研究，该研究调查了加拿大不列颠哥伦比亚省这个种族文化多样的省份中，以社区为基础的成人教育工作者与疫情相关的工作。研究人员采访了18位在疫情“前线”工作的教育工作者，记录他们对低收入和新移民社区的支持，了解这些教育工作者在教学方法和策略方面的应对方式，并规划如何利用这些教学方法和实践，在疫情后的社区教育中建立更公平的关系。作者发现，教育工作者们开发了一系列面向社会团结和应对交叉压迫的创新且有活力的教学方法。这些“疫情教学法”可能有助于在疫情后的未来建立更公平、更包容的社会与技术关系。
