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

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.

Who speaks for the poor? Poverty, Human Rights, Social Justice and Access to Media in Nigeria

“…Denying them this fundamental right not only perpetuates their vulnerability but also exacerbates the systemic inequalities contributing to their impoverishment (Igwe, 2019). In the pursuit of social justice, equitable access to information is a critical strategy for addressing the root causes of poverty (Ciuffetelli Parker & Conversano, 2021;Vassilakopoulou & Hustad, 2023). It enables marginalized communities to have a voice, advocate for their rights, and participate in decision-making processes directly affecting their lives.…”

“…Empowering the poor with the tools and information they need to escape the cycle of poverty and inequality is not only a moral imperative but also a practical approach to creating more equitable and just societies. When every individual, regardless of their economic status, can exercise their right to access information, the foundations for social justice and poverty reduction are fortified, paving the way for a more inclusive and prosperous future for all (Bununu, 2020;Ciuffetelli Parker & Conversano, 2021).…”

Pendidikan Inklusif Semasa Krisis COVID-19: Persepsi Guru Terhadap Pelaksanaannya untuk Murid Berkeperluan Khas Pendengaran

“…Antara halangan pelaksanaan pendidikan inklusif semasa pandemik COVID-19 adalah akses kepada peranti elektronik dan internet (Smith, 2020;Swanwick et al, 2020), lokasi penyampaian dan akses bahasa yang terhad (Krishnan et al, 2020;Swanwick et al, 2020;Mantzikos & Lappa, 2020;Johnson, 2020) serta status sosioekonomi pelajar (Parker & Conversano, 2021). Guru pendidikan khas mendapati kesemua halangan yang wujud semasa PdP dalam talian menyukarkan pelaksanaan pembelajaran terbeza yang kemudiannya menambahkan risiko keciciran murid bermasalah pendengaran yang mengikuti pendidikan inklusif.…”