Category Archives: remote learning

Inequity, Distance Learning, Disrupted Learning Communities & Social Eruptions

The lack of master narrative before the virus was aparent. President Trump, grasping for authority as a true authoritarian playbook, argued the situation demands force, as his removed son-in-law, the dauphin Jared Kushner, spun 60,000 deaths from COVID-19 as a “great success story,” as if to challenge the nation’s personal narratives with a monolithic storyline of a disconnect from communities which were ravaged by hospitalizations. In claiming his father-in-law created a “pathway to safely open up this great country,” Kushner radiated overconfidence as he painted a rosy future even when the figures didn’t add up. He not only used a spilt infinitive, but evoked a split reality: claims Trump was doing “things right” with coronavirus testing plummeting to 30% percent, over twenty-five million unemployed and further furloughs coming, and one million infected by the coronavirus and 60,000 dead in a month, hardly fit narratives that suggest “great success.” As Vice President Pence followed identical talking points, in a few months, assuring folks “we slowed the spread, we flattened the curve, we saved lives,” we sensed a mismatch not only to any map in news media, but to the actuality on the ground, encouraging cognitive dissonance to a widespread crisis of public health by assuring Americans rather than “a much better place.” The sense that Donald Trump hadn’t been reading the President’s Daily Brief, or PDB, as early as January, of an infection that had spread to over a thousand people in China, before an outbreak of a novel coronavirus was reported to the World Health Organization on January 3, or before China sequenced a draft genome of the virus a month after the first outbreak, on January 11, calm was radiated through June.

Most of the nation was unable to process where the nation was in relation to the epidemic’s spread, but the absence of congruency confirmed only a long-lasting narrative of social abandonment. There was indeed something like a national war of narratives continued in maps, as maps told different stories–and radically different histories–of a nation and its state of health, as the narrative of social abandonment and a public health crises was denied, massaged, and reorganized from the White House, as it attempted to manage the political narrative of the virus, and the increased social abandonment that was the result of decaying and undermined public health system was apparent–and, increasingly, the abandonment of the nation was somewhat emblematized in the closures of schools, and absence of funding not only for a public health response but for schools. Although kids were less likely to be a vector of transmission of SARS-CoV-2 than they would be in influenza, the persistence of modeling viruses as “the flu” led to a precocity of school closures, disrupting many family lives, and curtailing options of educational retention or progress, as few knew after a few months why the schools were shuttered–or what option other than shuttering schools were. Many have already scheduled reopening by mixed virtual and in-person operations, but suspension and evacuation seemed–akin to an actual war–the default reaction, perhaps in imitation of Chinese shuttering of state-run institutions in Wuhan.

The national war of narratives continued in maps, as maps told different stories–and radically different histories–of a nation and its state of health, extending to the labelling of the anti-policing protests to domestic terrorism, in ways that seemed set to expend force on a domestic theater, but not for education or health care. Yet while the infection was in need of curtailing, children are only able to account for 2% of COVID-19 cases, and seem to transmit the disease far less than others–and are rarely hospitalized, as they are far younger; the continuation of schools in Australia and New Zealand suggest that children rarely pass on the infection to other kids or teachers, and the mechanics of transmission was perhaps poorly understood as the reaction to earlier fears of pandemics–from the age of SARS or H1N1, or H1N5, were rolled out, without attending to how SARS-CoV-2 was contracted or had spread. Most importantly, perhaps, keeping schools open was a basis for monitoring kids, and focussing their attention, as well as engaging their minds, in ways that the schools were struggling, in part as government had done little to encourage.

A need for orientation was the increasingly pressing story of COVID-19, which point-based maps perhaps poorly showed. For the sense of an absence of leadership was more apparent for some time: intense social distancing practices adopted as an efficient top-down if radical means to curtail transmission of the novel coronavirus in China, where sevenfold decreasing of social contacts successfully contained the coronavirus, had been rarely adopted in the United States. Distancing was a public health strategy successfully adopted in Italy, where Chinese experts had arrived, but stubborn refusal to adopt World Health Organization protocols or potential foreign help mapped onto a home-brewed failure to enact social distancing in the highly mobile population that had enabled infections to spread beyond the actual CDC tally in the United States; we moved through months with no sense of when testing would occur, or become widely available in areas of need: as health services are viewed as a good regulated by markets and providers, there was not even a clear sense of testing protocols or practices, as states were left to fend for their own private contractors, often residing out of state, and no clear abilities of a turnaround in tests or test kits were provided.

The lack of a national health care system, eroded in the previous thirty years, was betrayed in the lack of any ground game. President Trump revealed the hope of testing to the nation as if game show prizes in a Reality TV show, rather than a public health disaster–addressing the nation from a lectern with a detachment from governance of the situation on the ground, as if seeking to foment dissensus. The practices of testing widely that was suggested met disinterest from the President, lest “when you do more testing, you find more cases, and then they report our cases are through the roof,” as if it was disadvantageous–suggesting a lack of interest in creating consensus that has yet to be understood, revealing a strikingly limited attention span to anything but registers of perception, even in public health.

While we are before a new disease, which we do not grasp in its pathways of infection fully, or its vectors of transmission, and mitigating factors, and lack the vaccine we will probably need to contain, we may feel, as historian of science Lorraine Daston put it, in “ground zero of empiricism,” and all in the seventeenth century, vulnerable to a disease far less dangerous or deadly than Yersina pestis, without adequate explanatory categories or diagnostic tools. But the disorientation of facing the disease disrupted the nation, and the current news that Gilead Sciences hope to charge hospitals $3,120 per patient with insurance to be treated with six vials of the drug suggests that Trump encouraged the inequity of any treatment or response to COVID-19,– triggering fears of a spate of unaffordable drugs in a pandemic will be driven by a profit motive in Trump’s America.

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Filed under COVID-19, education policies, epidemiology, mapping school closures, remote learning