Missed Opportunity for Disruptive Education: Lies, Exclusion, and Resilience
Abstract
In March 2020 we were told hop online and keep moving. In the sea of worry, uncertainty, and fear for our health everyone jumped. We made due, shared grace, and took note. By fall we were zooming and fine-tuning synchronous and asynchronous learning, yet the entire time there was this growing sense this wasn’t good enough. Folks yearned nostalgically for whatever we knew as normal and in the process lost sight of the proleptic moment right before us. It seemed the value of human life evaporated as the government failed everyone and police took the lives of too many black and brown folk. Strong narratives pervaded to ignore what we knew was evident, to return to in-person learning. States blurred the lines between law and guides, ignored gains in learning, hoping to sell the learning loss brand. Educators and administrators were excluded from not only making decisions over their schools and classrooms, but were also excluded from being vaccinated before need to return. What we learned is that brick and mortar doesn’t contain learning or teaching. Educators, administrators, and students accomplished some pretty amazing things. This is but the beginning of what could be and should be, a disruptive education squarely situating student and educator agency. We can speak from three local institutions, 1 k-8 school and 2 universities where students and teachers showed up, built community, and made great strides. This year and some of pandemic learning exposed many shortfalls and mostly a dire need to make curriculum responsive to the learner and educator, to understand curriculum as a living inquiry and *in-the-making.
Presentation Description
Unavailable
Location
Stream B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Carter, Roymieco A. and Villaverde, Leila E., "Missed Opportunity for Disruptive Education: Lies, Exclusion, and Resilience" (2021). Curriculum Studies Summer Collaborative. 15.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/15
Missed Opportunity for Disruptive Education: Lies, Exclusion, and Resilience
Stream B
In March 2020 we were told hop online and keep moving. In the sea of worry, uncertainty, and fear for our health everyone jumped. We made due, shared grace, and took note. By fall we were zooming and fine-tuning synchronous and asynchronous learning, yet the entire time there was this growing sense this wasn’t good enough. Folks yearned nostalgically for whatever we knew as normal and in the process lost sight of the proleptic moment right before us. It seemed the value of human life evaporated as the government failed everyone and police took the lives of too many black and brown folk. Strong narratives pervaded to ignore what we knew was evident, to return to in-person learning. States blurred the lines between law and guides, ignored gains in learning, hoping to sell the learning loss brand. Educators and administrators were excluded from not only making decisions over their schools and classrooms, but were also excluded from being vaccinated before need to return. What we learned is that brick and mortar doesn’t contain learning or teaching. Educators, administrators, and students accomplished some pretty amazing things. This is but the beginning of what could be and should be, a disruptive education squarely situating student and educator agency. We can speak from three local institutions, 1 k-8 school and 2 universities where students and teachers showed up, built community, and made great strides. This year and some of pandemic learning exposed many shortfalls and mostly a dire need to make curriculum responsive to the learner and educator, to understand curriculum as a living inquiry and *in-the-making.
