Liminality, disruption, and change: A prismatic look at pandemic education

Abstract

Using prismatic inquiry, a team of researchers documented a variety of personal experiences that spanned elementary through higher education, with the goal of determining what helped and what was needed to improve the adaptability of our educational system during the Covid-19 emergency. Three analytical teams identified that students remained at the heart of the conversation, supported by leadership, teachers, parents, and the students themselves. Furthermore, all four groups needed, in differing ways: (a) connection, (b) voice, (c) social-emotional skills, and (d) academic knowledge.