The Covid-19 pandemic and children’s engagement with learning in rural Sierra Leone
Datos Bibliográficos
| ID | 21512331 |
|---|---|
| Autores | Aimee Smith (0000-0002-1808-6960, University College Dublin, autor de correspondencia), D Devine (0000-0002-1201-6611, University College Dublin, autor de correspondencia), Elena Samonova (0000-0001-6078-7739, University of Bremen), Daniel Capistrano (0000-0002-8157-5564, University College Dublin), Ciaran Sugrue (0000-0001-8667-1435, University College Dublin), Seaneen Sloan (0000-0002-1643-3690, University College Dublin), Jennifer E Symonds (0000-0003-4259-6124, University College Dublin), J Symonds (University College Dublin), R Gibbons (University College Dublin), Ryan C Gibbons (0000-0003-1686-8771, University College Dublin), A Folan (Strategy, Advocacy and Learning (SAL) Department, Concern Worldwide, New York, USA) |
| Año | 2024 |
| Volumen | 54 |
| Número | 2 |
| Páginas | 221-237 |
| Fecha de publicación | 2024-03-03 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Cambridge Journal of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0305-764X • E-ISSN: 1469-3577 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0305764x.2024.2336144 |
| OpenAlex | W4394792687 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 38 |
The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of teachers. Drawing on a mixed-methods study of primary school children, their teachers and families in rural Sierra Leone, both during and immediately after school closures, the paper highlights how primary schools and their communities responded to the pandemic and how this influenced children’s engagement with their learning. While national planning focused on pandemic control measures and provision of some remote learning support, findings highlight challenges for poor rural communities in accessing basic learning supports and the consequent disruption to children’s education
Disadvantage · Economic growth · Pandemic · Pedagogy · Political science · Rural area · Sierra leone · Socioeconomics · Sociology · COVID-19 and Mental Health · Medicine · Psychology
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| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2025 - 2025 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |