Abstract
Consistent, quality education is critical for children, parents, educators, and communities. However, diverse crises often upend the typical cadence of transmitting education, thereby increasing challenges in offering quality education. While women often provide leadership toward continuous educational services during crisis times, there is a literature gap highlighting their meaningful practices. Hence, this conceptual paper attempts to fill this gap by facilitating the articulation of the impactful work women transact during crisis times through the proposed Women’s Adaptive Practices in Crises (WAPIC) framework. We outline the dimensions of WAPIC, consisting of women’s empowerment, women’s leadership, lifelong learning, and education for adaptation and change and highlight how it can be deployed in educational contexts through two visual research methods, visual sociology and photovoice. These examples offer researchers, practitioners and policymakers insight into how WAPIC can elevate insights into recording inequalities, highlighting minority education groups’ voices, perspectives, and stories, emerging discussions, and reflexivity.
Published Version
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