Educational Poverty and Deprivation: Attitudes and the Role of Teachers during the Pandemic

Maddalena Colombo (), Diego Mesa, Gianluca Battilocchi and Gianluca Truscello
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Maddalena Colombo: Faculty of Education, Università Cattolica del Sacro Cuore, Largo Gemelli 1, 20123 Milan, Italy
Diego Mesa: Faculty of Education, Università Cattolica del Sacro Cuore, Largo Gemelli 1, 20123 Milan, Italy
Gianluca Battilocchi: Faculty of Education, Università Cattolica del Sacro Cuore, Largo Gemelli 1, 20123 Milan, Italy
Gianluca Truscello: Faculty of Education, Università Cattolica del Sacro Cuore, Largo Gemelli 1, 20123 Milan, Italy

Societies, 2024, vol. 14, issue 9, 1-14

Abstract: Educational poverty is widespread in compulsory education in terms of poor learning and socio-cultural disadvantages; it affects students with disabilities, students with learning difficulties, and those with an immigrant background. During the pandemic crisis, students with special educational needs (SENs) mostly suffered the risk of an additional deprivation. Within an advanced inclusive model during school closure, the Italian State guaranteed access to schools only to students with disabilities. What effects did this “equalizing” measure produce? What kinds of attitudes have teachers adopted and what roles have they played (active vs. passive) in order to make it sustainable? What was their acknowledgement of the educational poverty and deprivation? To what extent were their attitudes differentiated? This article explores the roles and attitudes of teachers during periods of lockdown as a result of the COVID-19 pandemic in Italy. We assume that the teachers’ attitudes were differentiated on the basis of five cultural dimensions (auto/hetero-referencing; vision of remote teaching; relationship with bureaucracy, relationships with students; teaching as performance or relation), and two functions (classroom teachers/ SENs teachers). The study is based on 42 semi-structured interviews conducted with teachers, principals, and parents in six lower secondary public schools with high rates of SENs students and multi-ethnicity (Northern Italy), and focused on the organisational, teaching, and relational aspects. Results seem to confirm that not all teachers agreed with the Ministry line and adopted a range of responses to the challenge of maintaining inclusivity, from the inert/impatient to the creative/active ones. Their attitudes changed during the post-pandemic period from atomistic to more collaborative, and their preoccupation with the fragile “uncertified students” increased. The article closes with recommendations on teacher training.

Keywords: educational deprivation; Italy; lower secondary education; vulnerable students; autonomy/heteronomy in teaching (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2024
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