COVID-19, School, and Marginalization

It’s August and for those of us with children, it’s the time we start thinking about “back to school”.

This year, “back to school” isn’t the same; it comes with many more concerns and questions than usual.

I imagine school boards and districts around the world are handling these in a variety of ways. In Ontario, where I live, kids are heading back to school with the following provisions (I may be missing some):

• Regular class sizes
• Optional masks up to grade 4
• Mandatory masks grade 4 and up
• Parents can opt out
• Teachers can opt out

Who really has options?

Reactions about COVID-19 and summer camp outbreaks aside, it may be tempting to think that this list provides options – go or don’t go. Sounds good on the surface. But let’s explore with an Anti-Oppression lens for a moment:

If opting out is the only other option, who will be able to do this?

Parents:

Parents who:

• Have the network to source alternatives for their children
• Have the means to entertain and afford these alternatives
• Have a job where they can be at home
• Have a job that is flexible to allow for alternatives
• Have children with special needs, for whom school provides necessary resources

For many parents, there will be no options.
Here are a few thoughts, from my limited perspective.

What does this mean:

• for who will be going to school this year, and who will be stepping into risk?
• for families who have multiple generations in the same home?

What does all of this mean in the bigger picture of risk and the inequitable impact of COVID-19?
What will be the impact? And on whom?

Teachers:

Teachers who:

• have another source of income (family, significant other, second career, etc)
• are resourceful and can create or source another income opportunity

For some teachers, there will be no option.
Here are a few thoughts from my limited perspective.

Where does this leave teachers who don’t feel comfortable but who need their teaching income to survive/support their family?

What does this mean:

• for who will be teaching in classrooms this year, and who will be stepping into risk?
• for teachers who live with multiple generations in the same home?
• for students with disabilities, Individual Education Programs and other specific requirements who rely on teachers and classroom Aids with specific qualifications for support?

What does all of this mean in the bigger picture of risk and inequitable impact of COVID-19?

What will be the impact? And on whom?

So..who has options?

Often when we create options, we create them with some people in mind – and then think they serve everyone.
They often do not.

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