Pitzalis Marco, Spanò Emanuela
Department of Social and Political Sciences University of Cagliari Cagliari Italy.
Eur J Educ. 2021 Dec;56(4):595-606. doi: 10.1111/ejed.12481. Epub 2021 Oct 16.
This article focuses on the educational practices and strategies mobilised by Italian families with children aged six years and younger, during the health crisis caused by the COVID-19 pandemic in Italy, in 2020. Specifically, we analyse practices and strategies mobilised by families from different social milieus living in rural or urban contexts. We argue that the shift in childcare practices and needs during the pandemic promoted the reaffirmation of traditional gender stereotypes and patterns of gendered labour division through the blurring of temporal and spatial boundaries between paid work, domestic labour and childcare. Our findings shed light on how differences in household circumstances, such as the availability of space in the home, have impacted disparities in childcare. Specifically, how different housing conditions have profoundly influenced the coping mechanisms of both children and parents during school closures. We conclude by discussing teachers' attempts to realise educational activities for supporting continuity in the pedagogical relationship, in a context of different family conditions and educational patterns.
本文聚焦于2020年意大利因新冠疫情引发的健康危机期间，有6岁及以下儿童的意大利家庭所采用的教育实践和策略。具体而言，我们分析了生活在农村或城市环境中、来自不同社会阶层的家庭所采用的实践和策略。我们认为，疫情期间育儿实践和需求的转变，通过模糊有偿工作、家务劳动和育儿之间的时间和空间界限，促使传统性别刻板印象和性别化劳动分工模式得到重申。我们的研究结果揭示了家庭环境差异（如家中空间的可利用性）如何影响育儿方面的差异。具体来说，不同的住房条件如何在学校关闭期间深刻影响儿童和父母的应对机制。最后，我们讨论了在不同家庭条件和教育模式的背景下，教师为实现支持教学关系连续性的教育活动所做的努力。
