What We Choose to Remember

Imagined Shared Narratives of Education During COVID-19

Authors

  • Kimberly Kappler Hewitt University of North Carolina at Greensboro, USA
  • Heidi Carlone University of North Carolina at Greensboro, USA
  • Beverly S. Faircloth University of North Carolina at Greensboro, USA
  • Laura M. Gonzalez University of North Carolina at Greensboro, USA
  • Ye He University of North Carolina at Greensboro, USA
  • Amy Vetter University of North Carolina at Greensboro, USA

DOI:

https://doi.org/10.32674/jise.v9i2.2400

Keywords:

Covid-19, COVID-19, pandemic, coronavirus, equity, social justice, boundary work, memory

Abstract

The impacts of the COVID-19 pandemic on educational policies and practices are unprecedented. With the majority of educational institutions forced to limit face-to-face interactions, teaching and learning have rapidly taken on vastly new meanings. Even in the midst of the uncertainties of this pandemic, predictions for the post COVID-19 world have begun to emerge (e.g., Karlgaard, 2020; Kim, 2020). Yet as we move forward, we collectively create the past. That is, historical implications are never objective descriptions of what occurred, but rather collective decisions about how we choose to remember the past (Anderson, 1991; Breuilly, 2016). In this spirit, we ask: As educators imagining education in 2030, through the lens of our COVID-19 experience, what will we choose to remember and what generative impact do we want to take pride in claiming? 

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Author Biographies

  • Kimberly Kappler Hewitt, University of North Carolina at Greensboro, USA

    Kimberly Kappler Hewitt, PhD, is an Associate Professor of Educational Leadership in the School of Education, University of North Carolina at Greensboro. Her major research interests include school leadership preparation, instructional leadership, research-practice partnerships, and sustaining change in schools. Email: kkhewitt@uncg.edu

  • Heidi Carlone, University of North Carolina at Greensboro, USA

    Heidi Carlone, PhD, is the Hooks Distinguished Professor of STEM Education at the University of North Carolina, Greensboro. She studies equity in science, engineering, and environmental education, with emphasis on the culture of learning settings, youths’ identity work in those settings, and supporting teachers as learners and leaders. Email: hbcarlon@uncg.edu

  • Beverly S. Faircloth, University of North Carolina at Greensboro, USA

    Beverly S. Faircloth, Ph.D., is an Associate Professor of Educational Psychology in the School of Education at the University of North Carolina at Greensboro. Her research focuses on student sense of belonging, especially resisting barriers to belonging among marginalized groups. Email: bsfaircl@uncg.edu

  • Laura M. Gonzalez, University of North Carolina at Greensboro, USA

    Laura M. Gonzalez, PhD, is an Associate Professor of Higher Education in the School of Education at the University of North Carolina at Greensboro. Her research revolves around supports and barriers to college access for students from Latinx immigrant families. Email: lmgonza2@uncg.edu.

  • Ye He, University of North Carolina at Greensboro, USA

    Ye He, PhD, is a Professor in the School of Education, University of North Carolina at Greensboro. Her research focuses on the promotion of strength-based, community-engaged, and diverse language and culture centered teaching and learning practices. Email: y_he@uncg.edu

  • Amy Vetter, University of North Carolina at Greensboro, USA

    Amy Vetter, PhD is a Professor of English Education in the School of Education, University of North Carolina at Greensboro. Her areas of research are literacy and identity, critical conversations, and the writing lives of teens. Email: amvetter@uncg.edu

References

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Breuilly, J. (2016) Benedict Anderson’s imagined communities: A symposium. Nations and Nationalism, 22(4), 625-659.
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Karlgaard, R. (2020, April). Five bold predictions for the post Covid-19 world. Forbes Asia. https://www.forbes.com/sites/richkarlgaard/2020/04/06/five-bold-predictions-for-the-post-covid-19-world/#491bc7c47def
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Reece (2020, May 4). Driveway math: teacher goes the extra mile for socially distanced geometry lesson. WFAA News. https://www.wfaa.com/article/news/local/driveway-math-teacher-the-extra-mile-for-a-socially-distanced-geometry-lesson/287-93ef1202-f5f0-4433-b460-2592f5665cf8
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Additional Files

Published

2021-02-21

Issue

Vol. 9 No. 2 (2020): Journal of Interdisciplinary Studies in Education

Section

Short Essays

License

Copyright (c) 2020 Journal of Interdisciplinary Studies in Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

What We Choose to Remember: Imagined Shared Narratives of Education During COVID-19. (2021). Journal of Interdisciplinary Studies in Education, 9(2), v-ix. https://doi.org/10.32674/jise.v9i2.2400