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Zusatztext This book is critical reading for anyone with an interest in educational access and equity. It highlights the uneven educational impacts of the COVID-19 pandemic for children and young people – generally and in specific contexts. It is also relevant beyond the pandemic, given ongoing climate change and geopolitical instability. Informationen zum Autor Michelle Proyer is TT Professor of Inclusive Education at the University of Vienna, Austria. Wayne Veck is Reader in Education at Winchester University, UK. Fabio Dovigo is Professor of Psychology of Education in the Danish School of Education at Aarhus University, Denmark. Elvira Seitinger is Project Assistant at the University of Vienna, Austria, and teacher at Schule am Himmel, an inclusive school. Vorwort Examines how children already vulnerable to exclusion might be supported and educated in and through times of crisis. Zusammenfassung This book brings together world-leading researchers and scholars in the fields of inclusive education, disability studies, refugee education and special education to examine critical and original perspectives of the meaning and consequences of educational and social exclusion. Drawing together, the contributors consider how children already vulnerable to exclusion might be supported and educated in and through times of global pandemic and crisis. They also identify broad prospects for education and inclusion in, through and beyond times of global pandemic and crisis. Inhaltsverzeichnis Introduction, Michelle Proyer ( University of Vienna, Austria) , Wayne Veck ( Winchester University, UK) , Fabio Dovigo ( Aarhus University, Denmark) and Elvira Seitinger ( University of Vienna, Austria) Part I: Critical Understandings of Educational Exclusion and Crisis 1. The Meaning of Collective Capabilities for the Education of Refugee Children During a Pandemic, Margarita Bilgeri (University of Vienna, Austria) 2. COVID-19 Exposing the Fault-Lines of Inclusion: The ‘Risk’ and ‘Vulnerability’ of Disabled Children in the UK, Sharon Smith ( University of Birmingham, UK) Part II: Teaching and Learning under the Shadow of a Global Pandemic: Exclusions and Possibilities 3. The Effect of the COVID-19 Pandemic on Students in a Vulnerable Situation in Iceland, Hermína Gunnþórsdóttir ( University of Akureyri, Iceland and the University of Iceland, Iceland) and Ylfa G. Sigurðardóttir ( Norðlingaskóli, Iceland) 4. Increased Educational Disadvantages of Refugee Students in German Language Support Classes During COVID-19 School Closures in Austria: Perceptions and Pedagogical Reactions of Austrian Teachers, Katharina-Theresa Lindner (University of Vienna, Austria) , Marie Gitschthaler ( KPH Vienna/Lower Austria) , Alexandra Gutschik ( University of Vienna, Austria) , Julia Kast ( University of Vienna, Austria) , Julia Honcik , Rupert Corazza ( Board of Education for Vienna, Austria) and Susanne Schwab ( University of Vienna, Austria) 5. Distance Learning and Inclusive School: an Impossible Challenge?, Ines Guerini ( Roma Tre University, Italy) , Giorgia Ruzzante ( University of Bozen, Italy) , Alessia Travaglini ( La Sapienza University, Italy) Part III: Addressing Social Exclusion: Illuminating Possibilities for Inclusion in and through Crisis 6. A Widening Inequality Gap: Reducing Educational Inequalities in Europe by Reaching Out to Students and Families at Risk During a Time of Crisis and Beyond, Pamela Spiteri ( Lancaster University, UK) 7. Establishing the Medium to Long-Term Impact of Covid-19 Constrain...
