Narratives of Systemic Barriers and Accessibility: Poverty, Equity, Diversity, Inclusion, and the Call for a Post-Pandemic New Normal

Darlene Ciuffetelli Parker,Palmina Conversano

doi:10.3389/feduc.2021.704663

Abstract

This paper captures the intimate, intensely lived, and storied experiences during the pandemic, on teachers’ narratives of teaching and education. The narratives illuminate deep knowledge and insight into pre-existing school systemic barriers prior to the pandemic, and how those same barriers are magnified during the pandemic in what has become a global watershed moment that calls for equity reform in school systems. A narrative theoretical framework is used, as well as an ethic of care framework that informs the study. Issues of poverty, diversity, equity, and inclusion are illuminated, with further focus on topics of technology access, streaming, resilience, and teacher-student identity and relationship. Recommendations to eradicate systemic barriers in schools are explored, highlighting suggestions for equity reform in areas that include: enhancing professional practice; building a school culture of care, and; developing partnerships and relationships.

Highlights

In the wake of our worldwide pandemic and its unexpected impact on educational policy, many diverse student populations face unprecedented and formidable challenges in their educational pathways
The themes focus on interviews and storied responses from educators Kelsie and Catherine, while in the midst of the pandemic as they tell and share: their past and present experiences in teaching and leadership; their relationship with students and colleagues, and; how systemic barriers and accessibility in schools have been further magnified by the pandemic
While both Kelsie and Catherine engaged in sharing their storied experiences, it is Kelsie that shares in abundance her personal teaching narrative, as the discussions took place in the midst of the pandemic while she was teaching in person and, as waves of the pandemic hit, remotely

Summary

Introduction

In the wake of our worldwide pandemic and its unexpected impact on educational policy, many diverse student populations face unprecedented and formidable challenges in their educational pathways. Such challenges stem from deeply rooted systemic barriers that have existed prior to the COVID-19 pandemic, which include but are not limited to: accessibility to educational resources and technology; access to Internet service and bandwidth necessary for remote (online) learning; the streaming of children and youth into non-academic pathways, and; students’ inability to succeed due to systemic barriers and implicit discrimination in school systems and society at large (Ciuffetelli Parker, 2015, Ciuffetelli Parker, 2019; DDSB, 2019; People for Education, 2020).

Methods

Results

Discussion

Conclusion