Ensuring equitable opportunities for socioeconomically disadvantaged students in Italy and Austria during the first wave of the COVID-19 pandemic: A qualitative analysis of educational policy documents

Barbara Gross; Denis Fancesconi; Evi Agostini

doi:10.7346/sird-022021-p27

Autori

Barbara Gross
Denis Fancesconi
Evi Agostini

DOI:

https://doi.org/10.7346/sird-022021-p27

Parole chiave:

eque opportunità educative, analisi qualitativa del contenuto, pedagogia critica, politiche educative, COVID-19

Abstract

La pandemia da Coronavirus ha messo in luce i limiti strutturali dell’attuale sistema sociale. La chiusura delle scuole ha esposto settori emarginati della popolazione a ulteriori minacce e svantaggi. Durante la prima ondata della pandemia, le scuole sono state chiamate a prestare particolare attenzione agli alunni più vulnerabili per contrastare la crescente disuguaglianza educativa. A partire da retroterra differenti in termini di misure politiche e strategie di gestione della crisi nei due paesi confinanti, Italia e Austria, durante la prima ondata della pandemia, questo articolo esplora il modo in cui le politiche educative hanno supportato il contrasto alle diseguaglianze a scuola da febbraio ad agosto 2020. L’obiettivo di questa analisi consiste nel comprendere le differenze tra Italia e Austria per quanto riguarda le misure di politiche educative sia per essere meglio preparati a eventuali future crisi sia per contribuire ad un sistema educativo più equo. I ricercatori hanno esaminato documenti di politiche educative attraverso l’analisi qualitativa del contenuto e hanno poi discusso i risultati attraverso la lente della pedagogia critica. I risultati evidenziano come, durante la prima ondata della pandemia, tali politiche abbiano sostenuto soprattutto gli studenti provenienti da ambienti socioeconomicamente svantaggiati e quelli culturalmente e linguisticamente diversi. I dati mostrano le diverse dinamiche delle risposte sistemiche alla pandemia; mentre in Italia si è posta maggiore at- tenzione sul ruolo della digitalizzazione quale mezzo per garantire eque opportunità educative, in Austria si è posta maggiore enfasi sul sostegno ai bambini con un diverso background linguistico e culturale.

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Garantire eque opportunità a studenti con svantaggio socioeconomico in Italia e Austria durante la prima ondata della pandemia COVID-19: un’analisi qualitativa di documenti di politica educativa

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