Teachers and crises: mapping a progressive agenda for teacher education and teaching.

Group Submission Type: Formal Panel Session

Proposal

Overview

Understandably much attention in the education sector during crises is focused on learning and teaching. Sayed et al (2021) argues that during crises such as the COVID-19 pandemic there is much discussion of ‘learning loss’, ‘learning crises’ and ‘learning poverty’ for which simplistic ‘techno-educational’ learning alternatives are proposed. In such contexts, teachers are ignored or blamed for not adequately responding to the crises. And moreover teachers are often excluded from meaningful democratic participation in policy development and choice during and post-crises. In this context this panel critically considers teacher agency as part of a ‘reset’ in education to build, create and nurture responsive and resilient education systems which are prepared for crises and support equitable and quality learning and lifelong education for all, particular the most disadvantaged and marginalised. Resilient and responsive systems are not only able to mitigate future systems shock but oppose the creeping privatization of public education. The panel argues for a post pandemic/crises world which imagines a future that is equitable, underpinning by collectivist, solidaristic, and equitable values that implement an inclusive equitable growth paradigm centred on human development, and respect for the natural world.

The three papers in this panel all speak to teachers’ role in creating an alternative world post crisis which challenges what Klein (2007) refers as the shock doctrine where crises become portals to neo-liberal approaches to education. The first paper by Sayed et al outlines how selected African countries have responded to the covid-19 pandemic focusing on the ways in which governments and teacher representatives have engaged in policy development and coped with the crisis. This paper pays particular attention to how crises interlock and how crises illuminate as well as exacerbates inequities in and through education. The second paper by Henry consider the role of teacher unions during the crisis. Highlighting the struggle for recognition and involvement, the paper proposes a strong call for systematic and meaningful involvement of teacher in education decision making and system in general. Paper three by Metcalfe et al also tackles the issue of teacher leadership and involvement in education decision making during and beyond the pandemic. Drawing on data from a survey of teachers in South Africa it shows how teacher unions were crucial in mitigating the adverse effects of the pandemic on schooling in South Africa and crucial to the process of education recovery and stability.

Sub Unit

• 21st Century Socialism and Education: Global Alternatives to Patriarchy, Racial Capitalism, Militarism, and Climate Change

Chair

• Martin Henry, Education International

Individual Presentations

• Preparedness and Resilience during times of crises and uncertainty: COVID 19, interlocking crises - Yusuf Sayed, University of Sussex

• Preparedness and Resilience during times of crises and uncertainty: Worker’s advocacy in the face of crisis and beyond - Martin Henry, Education International

Discussant

• Mario Novelli, University of Sussex