Mata Zúñiga Luis Antonio, Angeles Colin Diego
Universidad Nacional Autónoma de México, México, México.
University College London, London, England.
J Appl Youth Stud. 2021;4(5):459-473. doi: 10.1007/s43151-021-00063-3. Epub 2021 Nov 30.
This work discusses the educational and occupational challenges posed by the outbreak of the COVID-19 pandemic from the point of view of young high school teachers from Mexico City. We sought to identify and compare their teaching practices using the concept of asymmetric educational spaces (Villa Lever et al., 2017) to capture the influence of educational inequalities upon this sector's response to the health crisis. For this purpose, 22 semi-structured interviews were conducted to an intentional selection of cases from private and public high schools, all from ages 22-30. Interviews were conducted remotely between June and August 2020, the moment of the first wave of COVID-19 infections in the Mexican capital. Drawing on Hochschild's work (1983), we deploy the concept of "asymmetric educational labours" to show how different institutional resources and social contexts of action shaped the emotional experiences of our informants. Furthermore, this research provides significant insights into the multiple problems experienced by young early career teachers as a social group with little visibility in times of crisis.
这项工作从墨西哥城年轻高中教师的角度，探讨了新冠疫情爆发所带来的教育和职业挑战。我们试图运用不对称教育空间的概念（维拉·莱弗等人，2017年）来识别和比较他们的教学实践，以捕捉教育不平等对该部门应对健康危机的影响。为此，我们对私立和公立高中有意挑选的案例进行了22次半结构化访谈，所有受访者年龄都在22至30岁之间。访谈于2020年6月至8月远程进行，当时墨西哥首都正处于新冠疫情第一波感染时期。借鉴霍赫希尔德（1983年）的研究，我们运用“不对称教育劳动”的概念，来展示不同的机构资源和社会行动背景如何塑造了我们受访者的情感体验。此外，本研究还深入洞察了年轻的初任教师作为一个在危机时期鲜受关注的社会群体所经历的多重问题。
