Education in Crisis: Lessons from Today
Authors: Ulrike Bussmann, Amy Doherty Mohr, Adrian Kirwan,
Christopher Younggreen, Cristina Vilaplana-Prieto, Aneta Stępień,
Udo Legner, Antonia Fanelli, Marylene Edet, Jean-Marie Roques,
Jenny Hicks, Rafael Rubio, Christos Bafas, Brian G. Rubrecht,
Anita Toh, Rui Ma,Cason Murphy, Margarida Pereira Martins,
Ana Setien Burgués,Isabelle Simões Marques,Katja Göttsche,
Susan Giblin, Fernando Senior.
Editors: John Dean, Gerhard Finster.
Co-Editors: Konstantinos D. Karatzas, Olga Akroyd
Category:Education
Publisher: GIRES PRESS
Date of 2nd Edition: March 2024
ISBN/ISSN:9789083247700
Pages: 282
Country: The Netherlands
Language: English
Type of Publication: Electronic Form (PDF, Epud, Ebook)
Cost: 10 euros
The Book
Teachers, students, parents and administrators in schools of all kinds and levels, in neighborhoods of rich, poor and in-between were blindsided when the Covid-19 pandemic hit. A common problem of unprecedented magnitude touched all areas social and cultural, public and private. Its one apparent solution has many names: distance education, distributed learning, virtual instruction and online learning.
The protean nature of this timely dilemma and its wide range of possible solutions, shortcomings and possible benefits are what Education in Crisis: Lessons from Today seeks to explain.
The authors are acknowledged experts in the fields of teacher training, Euro-American secondary and higher education, and cross-cultural studies. (CVs attached). With this tool set in hand — and undergoing the experience ourselves — we try to disentangle the conflicting threads of this story to provide solutions for key issues. This is a moving target, a worldwide situation in flux. Institutions, administrations, ministries and families urgently need to resolve the problems of education in a time of e-learning in ways best suited to national, cultural and local conditions.
The virus is villain. Its spread was slowed when schools shut and educational formats restructured. But did physical closure also dull knowledge transmission and skill development? What happens now to the prosperous knowledge industry of education that facilitates social mobility? Has the e-learning cure threatened to be worse than the disease? How has it helped? To aid the millions of readers concerned with this problem one needs to identify by what means values of education have been maintained, regressed or progressed.
To this end the authors will focus on the initial formative stages from winter 2019-20 through winter 2020-21. No one knows how long the current Covid-19 crisis will last. But the pandemic has exposed long-term issues of social and economic weaknesses and strengths that demand to be addressed in order to build a better future.
Scholarly research, factual information and personal interviews will structure our story. We will cover a wide, deep range of issues such as the success or failure of re-opened educational institutions, what happens when public health and education are politicized, teacher training and preparation, sanitary regulations, shifting tuition fees and technology expenditures, the urban-rural divide, pertinent, comparative case studies from Western Europe and the United States — all to synthesize and corroborate our arguments and impressions and to offer constructive suggestions.
Our comparative approach allows us to better identify what is missing and may be provided from alternative systems. The past few months have presented a massive learning moment for all stakeholders in the educational field. Failure to cope with this situation is not an option.
The current collective work is the result of a continuous and fruitful collaboration between scholars from all continents and more than 15 countries who combined their knowledge, work, ideas, experiences and most of all passion, in order to create this informative and pluralistic approach. This is the outcome of a conference organized by GIRES exploring education during the pandemic. Herein the reader has the opportunity to enjoy the contributions of fellow educators who continued fighting for their students despite the professional and personal challenges during and because of the pandemic.
Table of Contents
CHAPTER 1
Student – teacher interaction
❖ 1.1“FormsofTransition:TeachinginthePandemic”byUlrike Bussmann – p.20
❖ 1.2 Digital Teaching and Learning in the Humanities:Challenges and Innovations, Principles and Practice by Amy Doherty Mohr p.38
❖ 1.3 Towards a holistic approach to student engagement: reflections on digital By Adrian Kirwan – p.55
❖ 1.4Rules of Engagement by Christopher Younggreen-p.72
CHAPTER 2
Student Experience
❖ 2.1 How has the COVID-19 pandemic affected our concern for education? By Cristina Vilaplana-Prieto – p. 88
❖ 2.2 Students’ perspectives on learning with podcast: supporting active learning and community building By Aneta Stępień-p. 110
❖ 2.3Erasmus’19-’22: ACase Study of a European High School Exchange Program Before & After the Covid-19 Pandemic By Udo Legner, Antonia Fanelli, Marylene Edet, Jean-Marie Roques, Jenny Hicks and Rafael Rubio – p. 126
CHAPTER 3
Classroom Organisation
❖ 3.1 Special E-ducation in Greece During the 2020-21 Lockdown Sessions: Challenges and Prospects by Christos Bafas – p. 149
❖ 3.2Looking forward, looking backward: Using remote teaching and learning during COVID-19 to reexamine and reexplore the taking of student attendance By Brian G. Rubrecht – p. 167
❖ 3.3 The Flipped Challenge: Improving pre-class activity engagement without awarding marks for pre-class work? ByAnita Toh -p. 189
❖ 3.4Using texts in the foreign language on line classroom Universidade Aberta By Margarida Pereira Martins,Ana Setien Burgués,Isabelle Simões Marques and Katja Göttsche – p. 206
CHAPTER 4
Performance Arts
❖ 4.1 A Case Study of Higher Music Education during the epidemic and post-epidemic Period By Rui Ma – p. 233
❖ 4.2 The Show Must Go On-Line:Shifting Modalities for Theatre Performance Classes By Cason Murphy – p. 243
CHAPTER 5
Humanistic Theory
❖ 5.1 The Challenge of humanisation in third-level teaching and learning: Flourishing in a digital age? By Susan Giblin – p. 254
❖ 5.2 A call for more conversations and fewer lectures By Fernando Senior – p. 270
The Editors
John Dean (PhD) has been a tenured professor at the Universities of Paris, Strasbourg and Versailles, France. His fields of teaching and research have been in Cultural History, Cross-cultural Communications & American Studies and member of the Operations Board of GIRES.
Gerhard Finster is Senior Consultant for the Teaching of Modern Languages (English and French) and Cultures (freelance). He has been the Director of Studies, Head of the Modern Languages Department at Akademie Dillingen (1991-2019).
The Co-Editors
Konstantinos D. Karatzas (PhD) is the Director of GIRES and international scholar specialized in twentieth-century international political history, with a particular interest in African American history and political and racial violence.
Olga Akroyd (PhD) is member of the Operations Board of GIRES and an international scholar specialized in American and Russian literature.
The Authors
(In chapters order)
-Ulrike Bussmann is a teacher of English and Religious Education at Gymnasium Veitshöchheim, Germany.
-Amy Doherty Mohr is a lecturer in the Department of English and American Studies at LMU Munich, Germany.
-Adrian Kirwan teaches on the Critical Skills programme at Maynooth University,United States.
-Christopher Younggreen is a full-time middle school English teacher in Tucson,United States.
-Cristina Vilaplana-Prieto is associate professor at the Faculty of Economics of the University of Murcia, Spain.
-Aneta Stępień teaches at the Critical Skills programme at Maynooth University, United States.
-Udo Legner is former German and English teacher at Maria-Theresia Gymnasium, Germany.
-Antonia Fanelli teaches at LICEO Majorana-Laterza, Putignano, Italy
-Marylene Edet & Jean-Marie Roques teach at Lycée Ogec Francois, France
-Jenny Hicks teaches at the Fowey River Academy, Fowey, UK
-Rafael Rubio Bazea teaches in I.E.S. Aljada, Murcia, Spain.
-Christos Bafas is a Special Education teacher in public school system, Greece.
-Brian G. Rubrecht is a professor in the English Department in the School of Commerce at Meiji University, Tokyo, Japan
-Anita Toh is a lecturer at the Centre for English Language Communication at the National University of Singapore.
-Margarida Pereira Martins is an assistant professor in English language and culture at Universidade Aberta, Portugal
-Ana Setien Burgués is an online lecturer in Spanish as a Foreign Language at Universidade Aberta in Lisbon, Portugal.
-Isabelle Simões Marques is an Assistant Professor at Universidade Aberta, Portugal.
-Katja Göttsche is an online lecturer in German at the Humanities Department of Universidade Aberta, Portugal.
-Rui Ma is a lecturer at the Faculty of Performance, Beijing City University, Beijing, China.
-Cason Murphy is an Assistant Professor of Theatre at Iowa State University, United States.
-Susan Giblin teaches Critical Skills at the University of Maynooth, Ireland.
-Fernando Senior is a learning strategist and International representative for Quality Matters Tampa, Florida, USA.
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