ABSTRACT

The Covid-19 pandemic is intensifying existing problems of economic asymmetry, and other injustices, between and within countries and regions around the world. It is thus imperative that sociological studies of education document its socio-cultural implications in different locations and on different scales. It is equally imperative that such studies have a historical perspective that asks what pre-existing social problems have been intensified and how such intensification is happening. This paper responds to these imperatives through the deployment of conjunctural analysis and related crisis and articulation theory. We discuss the global Covid-19 conjuncture as it emerged in the first seven months of 2020 and show how it articulated with the preceding conjuncture. Subsequently, we focus on the issues associated with closing and reopening schools and show how they were intertwined with reconfigurations of the school/home/work nexus. We consider these reconfigurations in two very different locations, Australia and South Africa.

摘要

Covid-19 大流行正在加剧世界各国和地区之间和内部存在的经济不对称和其他不公正问题。因此，教育社会学研究必须记录其在不同地点和不同尺度上的社会文化影响。同样重要的是，此类研究必须具有历史视角，探究哪些先前存在的社会问题已经加剧，以及这种加剧是如何发生的。本文通过部署结合分析和相关的危机和清晰度理论来回应这些要求。我们讨论了 2020 年前七个月出现的全球 Covid-19 形势，并展示了它如何与之前的形势联系起来。随后，我们关注与关闭和重新开放学校相关的问题，并展示它们如何与学校/家庭/工作关系的重新配置交织在一起。我们在澳大利亚和南非这两个截然不同的地点考虑这些重新配置。