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What is Made Visible in a Pandemic: Learning from an Australian School


by Peter Fahey, Garth Kydd & Jeanne Marie Iorio - August 24, 2020

The current COVID-19 crisis we find ourselves in, whilst devastating, may provide an opportunity for disruption of inequity and narrow practices utilized throughout schooling. While in isolation, schools are quickly responding to this situation, making visible how schools enact standardization and perpetuate the status quo as well as the inequitable access for children and families to resources and to teaching and learning that support complex thinking. This leads us to wonder if our education system creates opportunities to further the capabilities of children who contribute to their local and global communities. This recognition offers a pivotal moment for all of us to consider what could be if we rethink education and schools in response to children, families, and communities (Mineo, 2020).


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Cite This Article as: Teachers College Record, Date Published: August 24, 2020
https://www.tcrecord.org ID Number: 23421, Date Accessed: 6/15/2021 11:05:49 AM

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About the Author
  • Peter Fahey
    St James' Parish School
    E-mail Author
    PETER FAHEY is an educator with over 30 years of experience in schools across Australia. His roles include classroom and specialist teacher, Deputy Principal and Principal. Currently, he serves as Co-Principal and Lead-learner in Agile Systems Design. The design is grounded in the sciences of learning; cognitive science, psychological science and neuroscience. It aims to re-design the school as a platform for learning, empowering the professional educator by bridging the gap between the science of learning and the craft of educating. Central to the design is the deeply held belief ‘All students are capable.’
  • Garth Kydd
    St James' Parish School
    E-mail Author
    GARTH KYDD is an educator with over 15 years of experience throughout Australia and the UK. His roles included classroom and specialist teacher particular knowledge in human attachment and wellbeing. He represented Australia in the sporting arena. Currently, he serves as Co-Principal and Lead-learner in Agile Systems Design. The design is grounded in the sciences of learning; cognitive science, psychological science and neuroscience. It aims to re-design the school as a platform for learning, empowering the professional educator by bridging the gap between the science of learning and the craft of educating. Central to the design is the deeply held belief ‘All students are capable.’
  • Jeanne Marie Iorio
    The University of Melbourne
    E-mail Author
    JEANNE MARIE IORIO, Ed.D., is a senior lecturer at The University of Melbourne, Australia. Her research, teaching, and writing focuses on disrupting and rethinking accepted educational practices in early childhood and higher education. This work includes rethinking quality as meaning-making; children’s relations with place; pedagogical documentation and research methods; and pedagogies originating from the municipal infant-toddler centres and preschools in Reggio Emilia, Italy. Her research project ‘Out and About’ with Dr Catherine Hamm investigates innovative pedagogies for climate action (see www.goingoutandabout.net). Her publications (with co-editor Will Parnell) include Rethinking readiness in early childhood education: Implications for policy and practice (2015), Disrupting early childhood education research: Imagining new possibilities (2016) and Making meaning in early childhood research: Pedagogies and the personal (2018). Her most recent text Higher education and the practice of hope (2019) (co-authored with Clifton Tanabe) is part of the Rethinking Higher Education (Springer) series she co-edits with Clifton Tanabe.
 
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