Creative Destruction in School Education during COVID-19

Lockdown measures and school closures due to coronavirus forced governments, schools, and teachers to rapidly find new ways to ensure learning continuity. Based on Joseph Schumpeter’s concept of creative destruction, we argue that COVID-19 was a powerful and accelerating force for innovation in scho...

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Autores principales: Narodowski, Mariano, Campetella, María Delfina
Formato: Parte de libro publishedVersion
Lenguaje:Inglés
Publicado: Universidad Torcuato Di Tella 2024
Materias:
Education
Educational Innovation
Educación
Covid-19
Elite schools
Socioeconomic influences
Acceso en línea:https://repositorio.utdt.edu/handle/20.500.13098/13090
Aporte de:
Repositorio Digital Universidad Torcuato Di Tella de Universidad Torcuato Di Tella
id I57-R163-20.500.13098-13090
record_format dspace
spelling I57-R163-20.500.13098-130902024-10-04T07:00:20Z Creative Destruction in School Education during COVID-19 Narodowski, Mariano Campetella, María Delfina Education Educational Innovation Educación Covid-19 Elite schools Socioeconomic influences Lockdown measures and school closures due to coronavirus forced governments, schools, and teachers to rapidly find new ways to ensure learning continuity. Based on Joseph Schumpeter’s concept of creative destruction, we argue that COVID-19 was a powerful and accelerating force for innovation in schools. Through the analysis of in-depth interviews with school principals in Argentina, we explore and discuss the consequences of COVID-19 on pedagogy and school institutions, particularly the relationship between socioeconomic conditions and possibilities of innovation in education. Our findings suggest that in an eight-month period, private, high socioeconomic composition schools, which hold large amounts of financial resources and broad decision-making margins, developed distinct organizational methodologies that disrupted school’s time, space, and order. These methodologies, in turn, allowed these institutions to thoroughly sustain the educational process of their students and to provide more efficient learning opportunities. We suggest possibilities of incorporation of these experiences in the future when schools reopen. Por motivos relacionados con los derechos de autor este documento solo puede ser consultado en la Biblioteca Di Tella. Para reservar una cita podés ponerte en contacto con repositorio@utdt.edu. Este documento se encuentra publicado como Capítulo 6 en Ann Frkovich & Karen Monkman (eds.), Belonging in Globalized Educational Contexts Routledge, ISBN 9781032112480 2024-10-03T19:29:05Z 2024-10-03T19:29:05Z 2021-02 info:eu-repo/semantics/bookPart info:eu-repo/semantics/publishedVersion https://repositorio.utdt.edu/handle/20.500.13098/13090 eng Este documento se encuentra publicado como Capítulo 6 en Ann Frkovich & Karen Monkman (eds.), Belonging in Globalized Educational Contexts Routledge, ISBN 9781032112480 Ann Frkovich & Karen Monkman (eds.), Belonging in Globalized Educational Contexts Routledge, ISBN 9781032112480 info:eu-repo/semantics/restrictedAccess http://rightsstatements.org/page/InC/1.0/?language=es 23 p. application/pdf application/pdf Universidad Torcuato Di Tella Escuela de Gobierno
institution Universidad Torcuato Di Tella
institution_str I-57
repository_str R-163
collection Repositorio Digital Universidad Torcuato Di Tella
language Inglés
orig_language_str_mv eng
topic Education
Educational Innovation
Educación
Covid-19
Elite schools
Socioeconomic influences
spellingShingle Education
Educational Innovation
Educación
Covid-19
Elite schools
Socioeconomic influences
Narodowski, Mariano
Campetella, María Delfina
Creative Destruction in School Education during COVID-19
topic_facet Education
Educational Innovation
Educación
Covid-19
Elite schools
Socioeconomic influences
description Lockdown measures and school closures due to coronavirus forced governments, schools, and teachers to rapidly find new ways to ensure learning continuity. Based on Joseph Schumpeter’s concept of creative destruction, we argue that COVID-19 was a powerful and accelerating force for innovation in schools. Through the analysis of in-depth interviews with school principals in Argentina, we explore and discuss the consequences of COVID-19 on pedagogy and school institutions, particularly the relationship between socioeconomic conditions and possibilities of innovation in education. Our findings suggest that in an eight-month period, private, high socioeconomic composition schools, which hold large amounts of financial resources and broad decision-making margins, developed distinct organizational methodologies that disrupted school’s time, space, and order. These methodologies, in turn, allowed these institutions to thoroughly sustain the educational process of their students and to provide more efficient learning opportunities. We suggest possibilities of incorporation of these experiences in the future when schools reopen.
format Parte de libro
publishedVersion
author Narodowski, Mariano
Campetella, María Delfina
author_facet Narodowski, Mariano
Campetella, María Delfina
author_sort Narodowski, Mariano
title Creative Destruction in School Education during COVID-19
title_short Creative Destruction in School Education during COVID-19
title_full Creative Destruction in School Education during COVID-19
title_fullStr Creative Destruction in School Education during COVID-19
title_full_unstemmed Creative Destruction in School Education during COVID-19
title_sort creative destruction in school education during covid-19
publisher Universidad Torcuato Di Tella
publishDate 2024
url https://repositorio.utdt.edu/handle/20.500.13098/13090
work_keys_str_mv AT narodowskimariano creativedestructioninschooleducationduringcovid19
AT campetellamariadelfina creativedestructioninschooleducationduringcovid19
_version_ 1823894514666831872

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