When discussing possible consequences of the COVID-19 pandemic, it seems certain that the effects of the pandemic will most likely magnify existing educational disparities in Europe and around the world. However, so far, little is known about how the conditions and consequences of distance learning intensify existing dynamics of educational inequalities. This paper aims at answering the question of how educational disadvantages in socially deprived settings are exacerbated through the pandemic. On this basis, it reflects on potential educational practices that can help countering these dynamics. For this study, interviews with teachers in socio-economically disadvantaged (n = 12) and in privileged settings (n = 4) were conducted, transcribed and investigated through qualitative data analysis. The data were categorized with reference to Pierre Bourdieu’s theory of capital to analyze and systematize the empirical results. Finally, a case study from the interview material offers options for action that can counteract a possible worsening of educational disadvantages and help (re-)think school and teaching based on the experiences gained during the lockdown.

在讨论 COVID-19 大流行的可能后果时，似乎可以肯定的是，大流行的影响很可能会放大欧洲和世界各地现有的教育差距。然而，到目前为止，人们对远程学习的条件和后果如何加剧教育不平等的现有动态知之甚少。本文旨在回答大流行如何加剧社会贫困环境中的教育劣势的问题。在此基础上，它反思了有助于应对这些动态的潜在教育实践。在本研究中，对社会经济弱势 ( n = 12) 和特权环境 ( n= 4) 通过定性数据分析进行、转录和调查。数据参照皮埃尔·布尔迪厄的资本理论进行分类，对实证结果进行分析和系统化。最后，访谈材料中的案例研究提供了行动选择，可以抵消教育劣势可能恶化的情况，并根据锁定期间获得的经验帮助（重新）思考学校和教学。