Collective resilience to global challenge
A Collective Wellbeing Agenda to Transform Towards Sustained Equitable Education
Bibliographic Data
| ID | 4863807 |
|---|---|
| Authors | Liesel Ebersohn (0000-0002-2616-4973, University of Pretoria, corresponding author) |
| Year | 2020 |
| Volume | 15 |
| Pages | 1-14 |
| Publication date | 2020-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Praxis Educativa (JOURNAL) |
| Journal identifiers | ISSN: 1809-4031 • E-ISSN: 1809-4309 |
| Publisher | Universidade Estadual de Ponta Grossa (UEPG) (PUBLISHER) |
| DOI | 10.5212/praxeduc.v.16344.082 |
| OpenAlex | W3043241635 |
| Language | EN |
| Citations received | 2 |
| References cited | 19 |
COVID-19 is a large scale and unpredictable global challenge. It predicts extreme negative outcomes for development – including education. Those with privilege will benefit and those living on the margins will be additionally side-lined. Responses to equalise the unevenness of opportunities to learn is often perceived as goodwill attempts to help ‘a few in distress’ to thrive – with the norm that a majority has well-established resourced pathways towards wellbeing. COVID-19 constitutes a time and space of collective distress. COVID-19 calls for strategies to enable collective wellbeing – not as a luxury but as a necessity. Adversity responses that absorb or adapt to shock continue to maintain, rather than transform, the unequal essence of existing structures. What is needed for equity, also in education, is a transformative response. Social support responses to the global challenge of COVID-19 may offer insight into transformative pathways. Instances of social innovations because of a social contract to privilege collective wellbeing abound in the COVID-19 realm. In Africa, where large-scale adversity is normative, this is not unprecedented. Everyday interdependent resilience mechanisms of this calibre exist, termed flocking responses. Flocking denotes targeted joint resource distribution to counter extreme adversity. In this social response self-protection becomes secondary to collective wellbeing. In this position paper I argue that transformation to that which constitutes ‘new education’ post-COVID-19 may be the result (unintended and possibly sustained) of prolific non-structural flocking responses to equalise pathways that support education across systems. Examples of spontaneous systemic social interventions that resulted from ‘freedom to make choices (for all) with what is available’ could provide transformative insights to intentionally strive for collective wellbeing education agendas and deliberately create pathways for participatory engagement - rather than persisting with structurally engineered strategies maintaining inequality. Keywords: Collective resilience. Transformative sustainability. Equity and education. COVID-19
Political science · Realm · Sociology · Transformative learning · Community Health and Development · Disaster Management and Resilience · Law · Resilience and Mental Health
Beyond Abyssal Thinking
The Quality of Life
Coping Resources, Coping Processes, and Mental Health
Resilience and sustainability
Resilience definitions, theory, and challenges
The Nature of Collective Resilience
The Ecology of Human Development
African indigenous knowledge and research
Cross-cultural psychology
Asian American families' collectivistic coping strategies in response to 9/11
Teacher agency in challenging contexts as a consequence of social support and resource management
Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness
The future of science studies
The social ecology of resilience
Culture and social support
Sustainability and resilience
Coloniality and Cognitive Justice
Flocking Together
| Citations per year | 0.33 |
|---|---|
| Citation span | 2020 - 2022 (3) |
| Highly cited | No |