Conceptualizing an Asset-Based Framework for Understanding Women Educator’s Adaptive Practices During Crisis
Document Type
Article
Publication Date
12-5-2024
Publication Source
Diaspora, Indigenous, and Minority Education
Abstract
Consistent, quality education is critical for children, parents, educators, and communities. However, diverse crises often upend the typical cadence of transmitting education, thereby increasing challenges in offering quality education. While women often provide leadership toward continuous educational services during crisis times, there is a literature gap highlighting their meaningful practices. Hence, this conceptual paper attempts to fill this gap by facilitating the articulation of the impactful work women transact during crisis times through the proposed Women’s Adaptive Practices in Crises (WAPIC) framework. We outline the dimensions of WAPIC, consisting of women’s empowerment, women’s leadership, lifelong learning, and education for adaptation and change and highlight how it can be deployed in educational contexts through two visual research methods, visual sociology and photovoice. These examples offer researchers, practitioners and policymakers insight into how WAPIC can elevate insights into recording inequalities, highlighting minority education groups’ voices, perspectives, and stories, emerging discussions, and reflexivity.
ISBN/ISSN
ISSN 1559-5692; eISSN 1559-5706
Publisher
Taylor and Francis
Peer Reviewed
yes
Keywords
Women educators, education during crises, global education, visual methods
eCommons Citation
Witenstein, Matthew A.; Chen, Xiaoyuan; Iyengar, Radhika; and Wronowski, Meredith L., "Conceptualizing an Asset-Based Framework for Understanding Women Educator’s Adaptive Practices During Crisis" (2024). Educational Leadership Faculty Publications. 299.
https://ecommons.udayton.edu/eda_fac_pub/299
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