Müderrisoğlu Serra, Akkan Başak, Semerci Pınar Uyan, Erdoğan Emre
Boğaziçi University Psychology Department, Istanbul, Turkey.
İstanbul Bilgi University International Relations Department, Istanbul, Turkey.
Int J Child Maltreat. 2023 Jan 27:1-21. doi: 10.1007/s42448-023-00152-1.
The lengthy time of school closure was one defining factor in understanding child well-being during the pandemic in a context where school as a relational space holds great importance for children, particularly those from a low socioeconomic background. Considering this significant aspect of lengthy school closure during the pandemic in Turkey, this article explores children's experiences concerning their day-to-day access to education, digital inequalities, housing conditions, and changing context of relations with peers and teachers. The article also explores the meaning that children attribute to school as a relational space where they shape their intergenerational and generational relations. The absence of the school in children's lives for almost 2 years has been a major source of longing for such significant childhood space. Following our earlier work on the children's negotiation of well-being within the boundaries of the relational spaces of home and school, this article looks into how children negotiate their well-being in a pandemic environment where school as a relational space has changed its meaning and where children's caretakers' (teachers, parents, and other) vulnerabilities have also increased. The analysis draws on the qualitative fieldwork carried out with 50 children during the summer of 2020 in Turkey. We aim to reflect on the experiences from children's perspectives within the boundaries of the constraints that the pandemic has generated. This article also discusses how COVID-19 has widened the gap and increased vulnerabilities among the already disadvantaged groups and gender in terms of available resources and their allocation as it is reflected in time use that portrays the meaning that children attribute to their own experience during the pandemic.
在学校作为一种关系空间对儿童，尤其是来自社会经济背景较低家庭的儿童极为重要的背景下，长时间停课是理解疫情期间儿童福祉的一个决定性因素。考虑到土耳其疫情期间长时间停课这一重要方面，本文探讨了儿童在日常接受教育、数字不平等、住房条件以及与同龄人和教师关系变化方面的经历。本文还探讨了儿童赋予学校作为他们塑造代际和同代关系的关系空间的意义。学校在儿童生活中缺席近2年，一直是他们对这一重要童年空间产生渴望的主要根源。继我们之前关于儿童在家庭和学校关系空间范围内对福祉进行协商的研究之后，本文探讨了在疫情环境下儿童如何协商他们的福祉，在这种环境中，作为关系空间的学校已经改变了其意义，儿童照顾者（教师、父母和其他人）的脆弱性也有所增加。该分析借鉴了2020年夏天在土耳其对50名儿童进行的定性实地调查。我们旨在在疫情所带来的限制范围内，从儿童的角度反思这些经历。本文还讨论了新冠疫情如何在可用资源及其分配方面扩大了差距，并增加了本就处于弱势的群体和不同性别的脆弱性，这在时间利用中得到体现，时间利用描绘了儿童对自己在疫情期间经历的意义的理解。
