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W4206702946 abstract "Educational disparities are commonly experienced in colonial nations by the outgroups of those societies. Although educational attainment holds the promise of social advancement for some in those societies, education also has been historically used as a tool of colonial assimilation and a method to erase Indigenous cultures. Educational systems in the US have never been equal, with students of color often studying in schools that were excluded from the mainstream, under-resourced, and understaffed. Schools and families of minoritized students were ill-prepared for closures and online instruction, often lacking in computing skills and equipment and wifi capabilities. Children globally were at increased risk for dropping out of school, poverty, hunger, and poor health during COVID-19. Colonial nations have not typically prioritized the needs of children and students when compared to other age demographics, and the persistent lack of investment in resources for children has been a significant barrier to pandemic education and protecting children’s health and well-being. Psychological wellness for future generations, especially with consideration for the next pandemic, requires that the needs of education and children be prioritized. Indigenous psychology suggests that protection of the most vulnerable is foundational to establishing equitable, educated, and healthy societies.KeywordsAthleticsChildrenCOVID-19Higher educationIndigenousK-12Online instructionPsychologyPublic schoolsResidential schoolsUniversities" @default.
W4206702946 created "2022-01-26" @default.
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W4206702946 date "2022-01-01" @default.
W4206702946 modified "2023-10-15" @default.
W4206702946 title "Colonialism, COVID-19, and Education" @default.
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W4206702946 doi "https://doi.org/10.1007/978-3-030-92825-4_5" @default.
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