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Power Dynamics, Inequities, and the Call for Transformative Change in Education in the Post-COVID Era
By Emely Oviedo and Dr. Benjamin M. Drury
A recently published article discusses the author’s personal experience and observations during the COVID-19 pandemic school closures and reflects on the various debates and conflicts that arose in the education system during that time. In the article, the author describes how parents initially supported school closures out of concern for their children’s safety but faced significant challenges in providing alternative education at home. They go on to criticize the overreactions that led to playground closures and limited social interaction, which intensified children’s reliance on devices. The author highlights the shift from a united approach to school closures to a more partisan clash, with debates about reopening schools and conflicting opinions from union leaders, superintendents, and reformers. Frequently, frustration with the false choices presented during these debates, such as excusing bureaucratic ineptitude or endorsing sweeping reform agendas drive division among politicians, teachers, students, families, and the broader community in which the school is located. Finding a middle ground and questioning the need to choose sides in divisive education debates is a critically necessary civic responsibility that we owe to our…
