Children's Covid-19 writing and drawings and the existential imperative to educate for uncertainty |
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| Authors: | Perpetua Kirby Michela Villani Rebecca Webb |
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| Affiliation: | 1. Centre for Innovation and Research in Childhood and Youth, University of Sussex, Brighton, UK;2. Haute école du travail social, HES-SO Fribourg, University of Applied Sciences and Arts Western, Delémont, Switzerland |
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| Abstract: | The Covid-19 pandemic provokes a pedagogic crisis: education is ill-adapted to accommodate multiple uncertainties in students' lives. We examine how pandemic uncertainty is registered in a global collection of writing and drawing from 4 to 17-years-old, during the 2020 lockdowns. The study engages with Biesta's (2021) philosophical work on 'world-centred education', offering empirical examples from the collection that goes beyond the immediacy of everyday lives. We identify educational implications: acknowledging students' present experiences of the world; a slowing of pedagogical tempo; supporting students to navigate desires and fears; a language for expressing uncertainty; and engaging students in ethical and existential difficulty. |
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| Keywords: | Covid-19 education uncertainty |
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