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ERIC Number: EJ1417381
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
EISSN: EISSN-1523-1615
Telling the Story of Gender Inequality during the Early Stages of the COVID-19 Crisis in Education and Introducing Feminist Alternatives to Change the Reality
Patricia Grillet
Current Issues in Comparative Education, v25 n2 p59-78 2023
Research from different fields demonstrate that the disruption caused by COVID-19 exacerbated social problems. In education, literature reviews focus on issues related to technology, evaluations, or racial discrimination that were worsened as a consequence of remote teaching and learning. Few scholarly works of this kind analyze the problematics in the education system in emergencies from a gendered perspective. This literature review brings to the discussion the transnational burdens, risks, and divides that increasingly affect women during crises in education. Findings revealed that female actors--teachers, students, mothers--have received fewer opportunities and have been assigned more responsibilities in comparison to their male counterparts since the beginning of the pandemic. Through a framework of feminist theories, this review analyzes studies that illustrate the disparities affecting women's opportunities in education, as well as some of their responses. It makes the case to look for solutions that create better conditions for all and strengthen the educational structure itself. Finally, this article brings forth feminist alternatives to equip the education system when facing disruptions, based on ideas from practitioners and scholars that intend to decolonize teaching and learning through survival actions that support situated knowledge, collaboration, and mind freedom.
Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A