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Using feminist theory, it analyzes disparities in education opportunities and responses, arguing for feminist alternatives and decolonial educational practices to strengthen education systems under disruption.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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central issue does the article address about education during Covid-19?","Question",{"text":63,"@type":64},"It addresses how Covid-19 exacerbated problems in education through gender inequality, limiting girls’ and women’s ability to remain engaged and survive within education systems.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Who are the main groups studied in relation to gendered educational burdens?",{"text":68,"@type":64},"The review highlights female actors including teachers, students, and mothers of school-age children, emphasizing how they faced fewer opportunities and more responsibilities than male counterparts.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article propose changing education during emergencies?",{"text":72,"@type":64},"It argues for feminist alternatives and decolonial educational practices that support situated knowledge, collaboration, and mind freedom to create better conditions for 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Inequality During the Early Stages of the Covid-19 Crisis in Education and Introducing Feminist Alternatives to Change the Reality  \nPatricia Grillet  \nUniversity of Hawaii  \nResearch from different fi elds demonstrate that the disruption caused by Covid-19 exacerbated social problems. In education, literature reviews focus on issues related to technology, evaluations, or racial discrimination that were worsened as a consequence of remote teaching and learning. Few scholarly works of this kind analyze the problematics in the education system in emergencies from a gendered perspective. This literature review brings to the discussion the transnational burdens, risks, and divides that increasingly affect women during crises in education. Findings revealed that female actors—teachers, students, mothers—have received fewer opportunities and have been assigned more responsibilities in comparison to their male counterparts since the beginning of the pandemic. Through a framework offeminist theories, this review analyzes studies that illustrate the disparities affecting women’s opportunities in education, as well as some of their responses. It makes the case to look for solutions that create better conditions for all and strengthen the educational structure itself. Finally, this article brings forth feminist alternatives to equip the education system when facing disruptions, based on ideas from practitioners and scholars that intend to decolonize teaching and learning through survival actions that support situated knowledge, collaboration, and mind freedom.  \nKeywords: education in emergencies, narrative review, social reproduction, decolonial praxis, education policy  \nIntroduction  \n“…there is a macho society, where girls, no matter how  \nyoung they are, have to do housework and are forced to  \ndo these things and put their education aside. They say: you already lost the school year, so it is better that you do things around the house, help out, and so they do not  \nstudy anymore.” Gaby, 17, Ecuador (Plan International,  \n2021, p. 5) .  \nAs illustrated by the quote above, girls and women have been facing difficult times during the Covid-19 pandemic to continue engaged in education. Some girls might not ever be able to return to the classrooms—not because of the virus, but because gender oppressions become a barrier between them and education. During this emergency, in many cases, women were the only ones coping with caregiving responsibilities, at the time of learning their way through technology for education and remote work. In other cases, girls could not follow lessons from home as their presence in the house meant that they had to deal with house chores, among other circumstances that made women’s survival in the education system more difficult than it was for their male counterparts (Wannamakok et al., 2020; Plan International, 2020; UN Women & ECLAC, 2020) .  \n© 2023, Grillet. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4 . 0), which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited. Current Issues in Comparative Education 25(2), 59-78 .  \nGrillet  \nHowever, gender oppression in education has not been sufficiently addressed in academic publications from the beginning of the crisis. Additionally, even if after 2022 literature started being more prolific in terms of gender inequalities in education during the pandemic, during its first months only a few organizations and researchers focused their work on the experiences of female teachers, female students and mothers of school-age children. Hence, aiming to address the gap in literature about women experiences in education in the first year and a half of the Covid-19 crisis, I conducted this study with gender focus, from an insider perspective. From t","cbCaiiNbHYKTYE0b","https://ap.wps.com/l/cbCaiiNbHYKTYE0b","pdf",230328,"English","# Introduction\n## Background\n# Narrative literature review methodology\n## Research question and data selection\n## Analytical strategies and themes","[{\"question\":\"What central issue does the article address about education during Covid-19?\",\"answer\":\"It addresses how Covid-19 exacerbated problems in education through gender inequality, limiting girls’ and women’s ability to remain engaged and survive within education systems.\"},{\"question\":\"Who are the main groups studied in relation to gendered educational burdens?\",\"answer\":\"The review highlights female actors including teachers, students, and mothers of school-age children, emphasizing how they faced fewer opportunities and more responsibilities than male counterparts.\"},{\"question\":\"How does the article propose changing education during emergencies?\",\"answer\":\"It argues for feminist alternatives and decolonial educational practices that support situated knowledge, collaboration, and mind freedom to create better conditions for all.\"}]","Current Issues in Comparative Education (CICE) - Volume 25 - Issue 2 - Special Issue 2023 | PDF",1792090534]