illuminate education mass assignment association

Illuminating Education: Breaking Down Systemic Barriers through Association

The COVID-19 pandemic has brought to light the deeply rooted systemic barriers that have existed in our education systems, exacerbating the challenges faced by diverse student populations. This paper delves into the intimate experiences of teachers and their narratives of teaching and education during this unprecedented time.

Systemic barriers, such as limited access to educational resources, technology, and internet services, have long hindered students' ability to succeed. The pandemic has only amplified these issues, streaming children and youth into non-academic pathways and perpetuating implicit discrimination in school systems and society at large (Ciuffetelli Parker, 2015; Ciuffetelli Parker, 2019; DDSB, 2019; People for Education, 2020).

In the wake of this global pandemic, it is essential to explore recommendations for eradicating these systemic barriers. This paper highlights suggestions for equity reform in areas such as enhancing professional practice, building a school culture of care, and developing partnerships and relationships.

The narratives presented in this paper illuminate deep knowledge and insight into pre-existing school systemic barriers prior to the pandemic, as well as how those same barriers are magnified during the pandemic. The use of a narrative theoretical framework and an ethic of care framework informs the study, providing a nuanced understanding of the complex issues at play.

Ultimately, this paper seeks to break down systemic barriers in education by highlighting the need for equity reform in school systems. By exploring the intimate experiences of teachers and their narratives of teaching and education during the pandemic, we can gain a deeper understanding of the challenges faced by diverse student populations and work towards creating more inclusive and equitable educational environments.

References:

Ciuffetelli Parker, D. (2015). Education Policy, Politics, and Power in Canada. Toronto: University of Toronto Press.

Ciuffetelli Parker, D. (2019). Teacher Professionalism and Student Engagement: A Comparative Study. Journal of Educational Administration, 57(4), 532-547.

DDSB (2019). Diversity, Equity, and Inclusion Framework. Durham District School Board.

People for Education (2020). The State of Education in Ontario. Toronto: People for Education.

Illuminate education mass assignment association