COVID-19 and the emergence of the disconnected student in the Global South

Abstract

ABSTRACT The COVID-19 pandemic unveiled not only pre-existing educational inequalities but also introduced a new educational identity: the “disconnected student.” In Argentina, this previously unrecognized student became the focal point of numerous public policies throughout the pandemic. While studies have addressed issues like unequal access to broadband, learning loss, attendance crises, and the effects of school closures on students with disabilities, the digital divide alone cannot fully elucidate the emergence of this marginalized student. This paper conducts a discourse analysis encompassing (a) educational policy documents and curricular guidelines from 2020–2021, (b) educational programs targeting disconnected students, and (c) interviews with teachers and principals from low-income secondary schools. The aim is to comprehend the intricate and sometimes conflicting elements contributing to the emergence of the disconnected student. By scrutinizing various narratives surrounding the disconnected student, we explore how different perspectives shape those on the educational periphery. The study highlights the roles of various categories, some fostering educational opportunities while others exacerbating exclusion. It also reveals diverse narratives about the disconnected student: international organizations tend to emphasize technological aspects, while low-income schools often use the engagement/disengagement dichotomy to characterize this new educational identity.