This Handbook brings together diverse international perspectives on the ways in which contemporary schooling and school communities can respond to crises, including natural disasters, pandemics, economic and social upheaval, war, crime and conflict. It is imperative for education policymakers, leaders, teachers, students and community members to understand the important role that schools can play in building community resilience during times of crisis.
The book provides a rich array of empirical and conceptual tools developed by researchers working in international contexts with schools and communities across six continents to build resilience, mitigation and adaptation strategies for multiple different crises. There are three main themes. The first consists of nuanced definitions and conceptual tools for schooling and crisis. The second details multiple accounts of schooling and crisis across different contexts and challenges. The final presents a detailed set of practical strategies for education policymakers, school leaders, teachers, students and communities to consider adapting to their own contexts.
Easy to navigate and engaging for the reader, this Handbook will be of interest to educational researchers, including higher degree research students, working with communities in diverse contexts across the globe.
This book brings together diverse international perspectives on the ways in which contemporary schooling and school communities can respond to crises. Easy to navigate and engaging for the reader, it will interest educational researchers, including higher degree research students, working with communities in diverse contexts internationally.
Chapter 1 Schooling in times of crisis: the urgent need for new
concepts, policies and practices in a rapidly changing world | Naomi Barnes
and Stewart Riddle
Chapter 2 Education in the loop: Schooling as a cycle of capital and the
conditions for crisis | Naomi Barnes
Chapter 3 School communities and policy responses in England in a time of
polycrisis | Alice Bradbury and Gemma Moss
Chapter 4 Towards creating safe schools in war zones: a framework for
educational leaders | Asmaa Abusamra and Samer Abuzerr
Chapter 5 Online learning and the social construction of the global education
crisis during COVID-19 | Natasha Arthars and Lori Lockyer
Chapter 6 Education for, about and through natural disasters: Teacher
professional development for bushfires | Amy Cotton, Emily Berger, Keith
Heggart, Lisa Gibbs, Jane Nursey and Sean Cowlishaw
Chapter 7 Written on the student body: Tension between policy and
safeguarding in education | Sheena E. MacRae
Chapter 8 Responding to Australias domestic and family violence crisis:
Whole-of-school responses to supporting children and young peoples
resilience and recovery | Katherine Reid, Martina Bateson, Elise Woodman and
Silker Meyer
Chapter 9 Australian (anti-Asian) racism as education crisis | Aaron Teo
Chapter 10 Counter-hegemonic public pedagogies from the south: Stories of
resistance-based education practices from Chile and Brazil in times of
environmental and other crises | Haira Gandolfi, Gonzalo Guerrero and Betzabé
Torres-Olave
Chapter 11 An integrated future? Opportunities and challenges for
integrated education in post-agreement Northern Ireland | Jessica Hadden
Chapter 12 Renewal: a crisis communication framework for educational contexts
| Kevin Wombacher
Chapter 13 Schools of the Anthropocene: Untimely meditations in the context
of crisis | Matthew Krehl Edward Thomas, Rosalyn Black and Peter Kelly
Chapter 14 The role of storytelling, schooling, and community in times of
crisis | Elizabeth Heck
Chapter 15 Childrens voices through literature | Audrey Ahmed, Cobie Ahmed
and Isla Ahmed
Chapter 16 Small schools as community pillars of strength | Sarah Langman
Chapter 17 Theres everything to see here: a healing praxis framework for
acute crises | Amanda O. Man
Chapter 18 Teachers work in a polycrisis: Teacher workload and COVID-19 |
Susan McGrath-Champ, Rachel Wilson, Mihajla Gavin, Meghan Stacey, Karolina
Parding and Scott Fitzgerald
Chapter 19 Responding to multiple economic and political crises: the
Zimbabwean education system response | Kathleen Smithers and Sarah Redshaw
Chapter 20 Hope and everyday agency in the Anthropocene: Cultivating the
capacity to stay in rural Australia | Sally Patfield, Leanne Fray and
Jennifer Gore
Chapter 21 Schools for peacebuilding: School and community resilience in
rural Colombia during and after the internal armed conflict | Maria Margarita
Ochoa-Diaz
Chapter 22 Teachers social media networks: Lost connections weaken crisis
responsiveness | Steven Kolber
Chapter 23 The universitys third mission: Academic service and community
resilience in Afghanistan | Daniel Couch
Chapter 24 The schoolcommunity interface during times of crisis: Mediating
and remediating a youth crime crisis | Andrew Hickey, Stewart Riddle,
Michelle McCarthy and Hannah Orchard
Chapter 25 A school community resilient to socio-natural phenomena in Puerto
Rico: an alternative response to the crisis | Andrea Barrientos-Soto, Nellie
Zambrana-Ortiz, Bangesy Carrasquillo-Casado and Reinaldo Berríos-Rivera
Chapter 26 Crisis and the role of schooling: Perspectives of Australian high
school students | Jun (Eric) Fu, Julia Cook and Johanna Wyn
Chapter 27 Care, memory and educational responsibility in a post-conflict
context | Catherine Smith
Chapter 28 Supporting rural schools in Thailand to be resilient in the face
of complexity and crisis | Chalermwut Uthaikun, Georgina Barton and Stewart
Riddle
Chapter 29 How international student communities were already prepared for
crises | M Zahid Juri
Chapter 30 Teaching through turbulence: Experiences of social studies
teachers navigating curriculum standards, community expectations and
controversial current events | Lynn Walters-Rauenhorst
Chapter 31 Dk (letters) from an archive of the pandemic: on disobediences in
the artistic practices | Baishali Ghosh
Chapter 32 Schooling in times of disaster: Principals as crisis leaders |
Carol Mutch
Chapter 33 Educational leadership in a crisis event: the experience of
retired principals | Bridget Hughes and Naomi Barnes
Chapter 34 The challenges Tanzanian schools face when tackling disruption to
learning for vulnerable pupils during the cost-of-living crisis | Stuart
Busby
Chapter 35 The role of Australian, New Zealand and Fijian school leaders in
building community resilience for a century of crises | Christine Cunningham,
Michelle Striepe, Sylvia Robertson, Adam Taylor, Pauline Thompson, Fiona
Longmuir, Mohini Devi and David Gurr
Chapter 36 Trailblazing through turmoil: Exploring crisis management policy
and governance of high school principals in Nepal | Shankar Dhakal and Jeevan
Khanal
Chapter 37 Leading with strength: the role of schools in the recovery of
disaster-affected communities | Alison Bedford and Jamie Parr
Chapter 38 School leadership and empowerment during crisis: understanding
relationships within and beyond school walls | Nicola Sum, Reshmi Lahiri-Roy,
Wilma Culton, Lisa Gough, Helen Koziaris and Edward Strain
Chapter 39 From lost voices to safe spaces: a survivor-teachers journey
through schooling in crisis | Thilinika Wijesinghe
Naomi Barnes is a researcher interested in how political actors perform and respond to crises. With a specific focus on moral panics, she has focussed on education politics in Australia, the US and the UK. Naomi is regularly asked to comment on how Australian teachers should respond to perceived threats to Australian nationalism, identity and democracy.
Stewart Riddle is Professor in the School of Education and Creative Arts at the University of Southern Queensland, Australia. His research examines the democratisation of schooling systems, increasing access and equity in education and how schooling can respond to critical social issues in complex contemporary times.
Bridget Hughes is an Australian Indigenous woman and educator who has worked across various educational settings for over 20 years. Her research explores the concepts of collective and social impact in relation to programmes and services affecting Aboriginal and Torres Strait Islander peoples. She now applies these concepts to examine how they are operationalised in both education and health contexts.
Joanne Hughes is Head of the Department of Education and Director of the Centre for Shared Education at the School of Social Sciences, Education and Social Work, Queens University, Belfast, Northern Ireland. She holds UNESCO Chair in Shared Education for Peacebuilding and Social Justice in Education, and her main research interest is in the role of education in divided societies.
Brian Beabout is the author of 16 peer-reviewed journal articles, 9 book chapters and 2 edited books. Much of his work tracks the last two decades of school reform in Post-Katrina New Orleans. His research focusses on community engagement in contexts of school choice, the unintended consequences of educational reform and urban school leadership.
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