Enacting Critical Care: Educators Caring for Urban Communities during the First Year of the COVID-19 Pandemic
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| Title: | Enacting Critical Care: Educators Caring for Urban Communities during the First Year of the COVID-19 Pandemic |
|---|---|
| Language: | English |
| Authors: | Ashley Jackson Easley (ORCID |
| Source: | Urban Education. 2026 61(3):633-661. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 2028370 2055166 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Teachers, Community Needs, Educational Needs, Educational Resources, School Community Relationship, Urban Areas, Municipalities, Teacher Motivation, Influences |
| DOI: | 10.1177/00420859251353778 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | During the COVID-19 pandemic, discourse emphasized a lost generation and learning loss. However, community educators worked tirelessly to meet the needs of youth, families, and communities. However, there needs to be more research documenting the actions educators took to support their communities. Using critical care, we characterize the actions of community educators in an urban west coast city and an urban midwestern city and the sociopolitical factors that influenced them. Our goal is to illustrate how educators sustained communities during a crisis. We offer implications for professional learning opportunities for educators that emphasize ways to enact critical care. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496001 |
| Database: | ERIC |
| Abstract: | During the COVID-19 pandemic, discourse emphasized a lost generation and learning loss. However, community educators worked tirelessly to meet the needs of youth, families, and communities. However, there needs to be more research documenting the actions educators took to support their communities. Using critical care, we characterize the actions of community educators in an urban west coast city and an urban midwestern city and the sociopolitical factors that influenced them. Our goal is to illustrate how educators sustained communities during a crisis. We offer implications for professional learning opportunities for educators that emphasize ways to enact critical care. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859251353778 |
