Cordini Marta, De Angelis Gianluca
Politecnico of Milan Milan Italy.
Politecnico of Milan and IRES-ER CGIL Milan Italy.
Eur J Educ. 2021 Dec;56(4):578-594. doi: 10.1111/ejed.12483. Epub 2021 Oct 19.
Italy was the first Western country affected by the pandemic. The school closures that followed lasted for a full school semester, including final exams. Italy is already known as a country with a high degree of educational inequality, where reproduction of social disadvantages by social origins is prominent. In such a situation, we hypothesise that a prolonged lockdown and the consequent reliance on remote education have played an important role in exacerbating existing inequalities. Families were forced to take on the full responsibility of educating their children, which has reinforced the role of household resources. The analysis presented in this article draws on results from an online survey of the effects of school closures on educational practices, the analysis focused on responses from parents of primary school students. The survey was carried out in Milan in June 2020 and was disseminated through institutional and informal channels after two months of school closure in Italy. Results were re-balanced to represent different social classes. The survey explored the relationships between economic and social inequalities on the one hand, and school activity experienced at home during the lockdown on the other. It also explored the involvement of pupils and their parents in school activities. We aimed to capture what educational and organisational resources families were able to mobilise in this situation, and to what extent these are unequally distributed. Our results contribute to an understanding of the impact of family resources on educational chances, identifying resources and how they are distributed through the population. Our findings confirm that the pandemic has exacerbated already existing inequalities.
意大利是首个受疫情影响的西方国家。随后学校停课持续了整整一个学期，包括期末考试。意大利本就以教育不平等程度高而闻名，社会出身导致的社会劣势的复制现象很突出。在这种情况下，我们推测长期的封锁以及随之而来对远程教育的依赖在加剧现有不平等方面起到了重要作用。家庭被迫承担起教育子女的全部责任，这强化了家庭资源的作用。本文所呈现的分析借鉴了一项关于学校停课对教育实践影响的在线调查结果，该分析聚焦于小学生家长的回复。该调查于2020年6月在米兰进行，在意大利学校停课两个月后通过机构和非正式渠道发布。结果经过重新平衡以代表不同社会阶层。该调查一方面探讨了经济和社会不平等之间的关系，另一方面探讨了封锁期间在家经历的学校活动。它还探讨了学生及其家长参与学校活动的情况。我们旨在了解家庭在这种情况下能够调动哪些教育和组织资源，以及这些资源在多大程度上分布不均。我们的结果有助于理解家庭资源对教育机会的影响，确定资源以及它们如何在人群中分布。我们的研究结果证实，疫情加剧了已有的不平等。
