Exploring the social justice implications of the learning pod phenomenon within the COVID-19 crisis and post-pandemic landscape; plus research dissemination

Dr. Fovet received Research for Professional Development funds to study the challenges and inequities in the use of learning pods in K-12 education during the COVID-19 pandemic.

The COVID-19 crisis and pandemic have seen the rapid emergence of learning pods within the K-12 sector. Learning pods have been spontaneous parental reactions to full or partial closure of schools during the pandemic and to the broad pivot to online and blended learning. While learning pods have been celebrated in the media as creative and cost-effective solution to pandemic emergencies, they give rise to considerable concerns from a social justice perspective (particularly with regards to students with disabilities, but also with regards to racialized students and LGBTQ2S+ learners). This study will explore, showcase and analyze some of these challenges and inequities. It is thought that these findings will play a key role as school districts draw lessons from the pandemic and develop sustainable plans for future emergency provisions.
Findings will be presented at the Learning Disabilities Association 59th Annual International Conference in February
The application also covers costs related to the dissemination of findings on two other projects: one is a proposal (UDL use in the COVID crisis) accepted at the AHEAD Conference Ireland which is scheduled for April 2021 (online) and a proposal (on UDL and inclusive provisions for International students) which had been accepted for the Australian International Education Conference in 2019 and has now been rescheduled to October 2021.