Coronavirus spreads in schools. Just like it spreads everywhere else.
Over the past 10 months, debates have raged over how to keep the coronavirus in check. What to open? What to close? Where does the virus spread, and where are we relatively safe? Through it all, one kind of space in particular has been the subject of vigorous debate — and, starting a few months into the virus, a kind of unexpected conventional wisdom emerged: that schools were relatively safe. In the midst of the darkness, it brought some welcome light: kids are safe! They can go to school! While other institutions closed, countries around the world — particularly in Europe and the UK — kept their schools open.
And yet, in response to rising rates and a new, more contagious variant, many of those same countries have since closed their school doors. It turns out that, if you believe the epidemiologists, schools do, in fact, bring risk of transmission. How could we ever have thought otherwise? Rachel Cohen has been covering the debates around school closings and openings, most recently at The Intercept. In this week's podcast extra, she tells Brooke about how the school transmission narrative has evolved since the beginning of the pandemic, and how our understanding of the issue came to be so muddled.
How the pandemic has shaped our future: from the built environment, to the way we work, to the way we learn.
With vaccinations underway, we’re edging closer and closer to the end of the pandemic. This week, On The Media looks at how the pandemic has shaped what’s possible for the future — from the built environment to the way we work to the way we learn.
2. Vanessa Chang [@vxchang], lecturer at California College of the Arts, explains how pandemics of the past have been instrumental in shaping architecture; Mik Scarlet [@MikScarlet] delineates the social model of disability; and Sara Hendren [@ablerism], author of What Can A Body Do?: How We Meet the Built World, describes how the wisdom of people with disabilities can inform the redesign our post-pandemic world. Listen.
Sometimes you read a post that is so insightful that it shifts your entire way of thinking and seeing. I felt this way when I first read Cheryl Hodgkinson-Williams and Henry Trotter’s Social Justice Framework for open education and Sarah Lambert’s Social Justice Aligned Definition of Open Education . Both of these articles helped me push through some of the things I was struggling with in relation to open education, namely how do you talk about the relationship between language, power, and knowledge (and colonial consequences) in relation to the goodwill gestures of putting OER out into the world.