Introduction to the Themed collection: Public sector employment relations in turbulent times

We introduce a themed collection of articles examining how the public sector has responded to, and been impacted by, the COVID-19 crisis. Although the pandemic has affected the roles, functions, economies, governance and structures of public sectors, this themed collection focuses on public sector employment relations. Authors examine significant areas which have been subject to accelerated change stemming from the pandemic. Building on decades of public sector reform, these changes impact public sector enterprise bargaining, terms and conditions of employment, working arrangements and practices, and the relationship between public servants and their employer. The articles in this collection provide important insights into the longer-term influences of the COVID-19 pandemic for public sector workforces. The collection also raises questions around whether the positive lessons from this crisis can be sustained to help manage serious crises in the future, or whether the public sector will slip back into a state of unpreparedness. JEL Codes: J45, J5, J81

Teacher leadership and teacher identity in turbulent times in Iraq

This article addresses the professional challenges faced by teacher leaders in Iraq. The country is beginning to emerge from a period of political unrest and violent threats to personal safety. This has seriously affected the educational provision; nowhere more so than in Mosul, Iraq's third-largest city. The article examines three issues: how teacher-leaders describe and understand their empowerment to build inclusive education systems in the post-conflict city; how professional learning communities can support inclusive practices to optimise students’ learning and build community cohesion; and what role digital skills can play in the modernisation of an inclusive Iraqi curriculum. The naturalistic enquiry approach draws on interview data from two teachers, two headteachers and two inspectors; the latter work directly with the Iraqi Ministry of Education and local communities. The findings show that, as teacher leaders reframe their understanding of the role of educational leaders in the changing context of Iraq, they become better empowered to build sustainable learning communities. Digital skills are crucial in supporting learning within and beyond the school curriculum.

What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond

This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties, with the largest support for far-right forms of populism; it is also set against a historical background of several decades of significant change in the social, political and economic contexts of education, whereby schools and universities have been reimagined and reorganized so as to conform to the marketized and managerialist contours of the neoliberal imaginary; and it is set against the background of the COVID-19 pandemic, which has led to lockdowns and school closures in many countries and prompted many to question supposedly ‘normal’ ways of doing school and education in less turbulent times. For all these reasons, the special issue is topical and timely.

Negotiating Virtual Learning During a Pandemic

The goal of this chapter is to highlight strategies used by educators to reduce disproportionality in school discipline during turbulent times, such as a pandemic and periods of social unrest. Public schools located in low socioeconomic areas are witness to the overrepresentation of students of color, both male and female, being disproportionately punished. Additionally, these students also suffer academically due to a lack of technological resources, both in school and at their homes. The authors of this chapter are public school educators, who have worked to find solutions to resolve student's loss of knowledge during the COVID-19 pandemic, while recognizing that additional measures are also needed to address school discipline in both face-to-face and virtual settings.

Mai’a K. Davis Cross, Ireneusz Paweł Karolewski (red.), European-Russian Power Relations in Turbulent Times, University of Michigan Press, Ann Arbor 2021, ss. 311.

Recenzja

Witnessing History: Reflections on Teaching in Turbulent Times

Prior political turmoil in the United States constituted a precarious foundation for living and teaching through a pandemic. In this essay, I contend that pandemic separation and ideological distortion have exacerbated polarization and distrust. I also consider the pedagogical implications of rising extremist discourses and conspiratorial thinking for both students and faculty. Educators must pay attention to the rising threat of extremism and consider that our students may be susceptible to radical antidemocratic ideologies as well. To conclude, I provide examples from some of my classes in the communication discipline to illustrate my approach to teaching the complicated intersections of rhetoric and reality in today’s polarized political climate.