Caring through Crisis: Supporting African Immigrant Students and Educators during the COVID-19 Pandemic

Abstract

All human beings need care, including professional caregivers such as educators. What happens when a global crisis places care providers; own care needs in conflict with their duty and desire to provide care? In this article, we apply care ethics to a school district's decisions regarding newcomer English learners (ELs) and their educators during the 2020-2021 academic year. Drawing on qualitative case study data from a larger multi-district, multi-state study, we examine how educators and administrators in a small urban school district in New England make sense of students' and educators' sometimes conflicting care needs during the COVID-19 pandemic. We argue that even school districts with clear commitments to equity and justice have their efforts severely limited by state and federal leadership's neglect of care/essential workers, youth, and marginalized groups. To end the ongoing pandemic and prevent future harm, we recommend that educational and political leaders prioritize human needs and relationships through a move towards "universal care" (Chatzidakis et al., 2020).