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22 February 2021
A pedagogy of love and care in the time of Covid-19
A proposed special issue for Pastoral Care in Education
Professor Carol Mutch, Dr Marta Estelles and Noah Romero
Critical Studies in Education
Faculty of Education and Social Work
The University of Auckland
Covid-19 has impacted the world in ways that have only previously been envisioned in dystopic science fiction. A relatively new field of study on the role of schools in disaster response and recovery is highlighting that schools, school leaders and teachers find themselves supporting their students and families and often the wider communities during and after such crises, far beyond the expectations in their job descriptions. Covid-19 has proved no exception. Whether educational facilities were closed and educators had to teach on-line or whether the stayed open, or only opened intermittently, the roles of their staff changed radically.
As with many global crises, those already vulnerable tend to bear the brunt of the impact. Not only were schools and other educational institutions and services thrust into this brave new world with limited guidance, they were acutely aware of the impact that the pandemic would have on those most at risk, socially, emotionally, physically and psychologically. Post-disaster research describes the mode that educators switch into in such situations as a “pedagogy of love and care”. Around the world, educators at all levels will be balancing educational continuity with pastoral care. This special issue aims to invite educators at all levels, within and outside the formal schooling system, educational leaders, education support workers and researchers to share their experiences and research in order to highlight this dual role and begin to build a knowledge bank of research, resources and informed practice in this new and emerging context.
Article submissions will be expected to:
- Draw from, connect to, or be grounded in research related to the experiences of children and young people, educators and/or educational settings as they respond to and make sense of the Covid-19 pandemic in their particular context.
- Provide evidence that any original data gathered and reported on is done so in a culturally appropriate, sensitive and ethical manner.
- Use appropriate and sound data collection, recording and interpretive methods.
- Be written in English with the journal’s audience in mind.
The editors encourage submissions from:
- A range of global settings, educational contexts, levels and perspectives.
- Education practitioners in formal and non-formal settings, educational leaders, district or departmental education personnel, education support workers, early career researchers and experienced scholars.
- Different research paradigms, theoretical frameworks and methodologies.
- Authors using innovative presentation formats or visuals, such as photographs or drawings (where permission has been gained and they will reproduce clearly).
Possible topics or themes could include:
- Balancing educational provision with pastoral care
- Providing pastoral care in a virtual environment
- Helping children and young people understand Covid-19
- Teaching resilience and coping skills
- Teaching social and emotional wellbeing
- Teachers’ and other educators’ changing roles, workloads and wellbeing
- Supporting vulnerable and marginalised populations
- Providing opportunities for children’s and young people’s voices
- Sharing indigenous and multi-cultural perspectives
- Highlighting children and young people’s agency and citizenship
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Article submission process:
- Articles should be no longer than 6000 words (including references, tables and notes)
- Articles should follow the ‘Instructions for Authors’ for this journal: https://www.tandfonline.com/action/authorSubmission?show=instructions&journalCode=rped20
- To submit an article, you will need to create an account through the journal’s ScholarOne link.
- Indicate that the article is for the Covid-19 special issue.
- The article will be subject to blind peer review.
- From the results of the peer review process we will select the highest quality articles for revision and, if revisions are approved, for later publication.
- First article submission date is February 22, 2021
Special issue editor contact information:
Professor Carol Mutch, School of Critical Studies in Education, Faculty of Education and Social Work, The University of Auckland, New Zealand. Email: [email protected]
Tentative schedule for publication:
Articles submitted through ScholarOne: by February 22, 2021
Selected article authors notified: March 20, 2021
Revisions due: April 30, 2020
Final versions accepted: May 30, 2021
Anticipated publication: September/October 2021
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