Open AccessReclaiming Location in Education: a Response to the COVID Pandemic
Author(s) -
Jeremy Delamarter
Publication year - 2020
Publication title -
international dialogues on education
Language(s) - English
Resource type - Journals
ISSN - 2198-5944
DOI - 10.53308/ide.v7i1/2.18
Subject(s) - pandemic , covid-19 , interdependence , work (physics) , political science , neoliberalism (international relations) , sociology , medicine , law , virology , engineering , mechanical engineering , disease , pathology , outbreak , infectious disease (medical specialty)
The school shutdowns necessitated by the 2020 COVID pandemic have highlighted the importance of “located” education. A located education is not determined by medium or physical proximity. Instead, a located education acknowledges the limits of human understanding and sustains mutually beneficial relationships. Recent neoliberal reform efforts have sought to dis-locate education – to strip it of both spatial limitation and the obligations of interdependent care. However, the COVID-related shutdowns have highlight the brokenness of a dis-located education. Drawing from the work of activist Wendell Berry and philosopher Nel Noddings, this article makes the case for located education – an education that recognizes the importance of both place and people.