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dc.rights.licensehttp://rightsstatements.org/page/InC/1.0/?language=eses_AR
dc.contributor.authorNarodowski, Marianoes_AR
dc.contributor.authorCampetella, María Delfinaes_AR
dc.date.accessioned2024-10-03T19:29:05Z
dc.date.available2024-10-03T19:29:05Z
dc.date.issued2021-02
dc.identifier.urihttps://repositorio.utdt.edu/handle/20.500.13098/13090
dc.description.abstractLockdown measures and school closures due to coronavirus forced governments, schools, and teachers to rapidly find new ways to ensure learning continuity. Based on Joseph Schumpeter’s concept of creative destruction, we argue that COVID-19 was a powerful and accelerating force for innovation in schools. Through the analysis of in-depth interviews with school principals in Argentina, we explore and discuss the consequences of COVID-19 on pedagogy and school institutions, particularly the relationship between socioeconomic conditions and possibilities of innovation in education. Our findings suggest that in an eight-month period, private, high socioeconomic composition schools, which hold large amounts of financial resources and broad decision-making margins, developed distinct organizational methodologies that disrupted school’s time, space, and order. These methodologies, in turn, allowed these institutions to thoroughly sustain the educational process of their students and to provide more efficient learning opportunities. We suggest possibilities of incorporation of these experiences in the future when schools reopen.es_AR
dc.description.sponsorshipPor motivos relacionados con los derechos de autor este documento solo puede ser consultado en la Biblioteca Di Tella. Para reservar una cita podés ponerte en contacto con repositorio@utdt.edu.es_AR
dc.description.sponsorshipEste documento se encuentra publicado como Capítulo 6 en Ann Frkovich & Karen Monkman (eds.), Belonging in Globalized Educational Contexts Routledge, ISBN 9781032112480es_AR
dc.format.extent23 p.es_AR
dc.format.mediumapplication/pdfes_AR
dc.languageenges_AR
dc.publisherUniversidad Torcuato Di Tellaes_AR
dc.publisherEscuela de Gobiernoes_AR
dc.relation.ispartofEste documento se encuentra publicado como Capítulo 6 en Ann Frkovich & Karen Monkman (eds.), Belonging in Globalized Educational Contexts Routledge, ISBN 9781032112480es_AR
dc.relation.ispartofAnn Frkovich & Karen Monkman (eds.), Belonging in Globalized Educational Contexts Routledge, ISBN 9781032112480en
dc.rightsinfo:eu-repo/semantics/restrictedAccesses_AR
dc.subjectEducationes_AR
dc.subjectEducational Innovationes_AR
dc.subjectEducaciónes_AR
dc.subjectCovid-19es_AR
dc.titleCreative Destruction in School Education during COVID-19es_AR
dc.typeinfo:eu-repo/semantics/bookPartes_AR
dc.subject.keywordElite schoolses_AR
dc.subject.keywordSocioeconomic influenceses_AR
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_AR


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  • 2021
    Durante este año se publicaron veintiun Documentos de Trabajo (falta Documento de Trabajo n° 13)

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