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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Additional Files

Published

2021-02-21

How to Cite

Hewitt, K. K. ., Carlone, H., Faircloth, B. S., Gonzalez, L. M., He, Y., & Vetter, A. (2021). What We Choose to Remember: Imagined Shared Narratives of Education During COVID-19. Journal of Interdisciplinary Studies in Education, 9(2), v-ix. https://doi.org/10.32674/jise.v9i2.2400