School Radio: Finding Innovation in Reaching Remote Learners in Belize

Jean Denison Kirshner

Abstract


This case study on Belize educators during the COVID-19 school closures examines the innovative approach the educators of this country took. As many schools across the globe swiftly pivoted to online learning during the COVID-19 school closures, the educators of Belize recognized that digital learning would leave out their marginalized students who did not have internet connectivity. Instead, the educators of Belize drew on the history of their country, using school radio to reach their youngest citizens located in remote locations without internet. This innovative solution, reaching students in villages without internet, required the collaboration of Belize’s teachers and radio broadcasters.

Keywords


Belize, Central America, COVID-19, School Closures, School Radio

Full Text:

PDF

References


Azoulay, A. (2020). COVID 12 education response. https://rb.gy/kuckhk

Azzi-Huck, K & Shmis, T., (2020). Managing the impact of COVID-19 on education systems around the world: How countries are preparing, coping, and planning for recovery, World Bank blogs. https://rb.gy/wlzdhj

Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Los Angeles, CA: Sage.

Bruner, J. (1993). Acts of meaning. Cambridge, MA: Harvard University Press.

Chandar, U. & Sharma, R. (2003). Bridges to effective learning through radio. International review of research in open and distant learning, 4(1), 1-14.

Principi, N., & Esposito, S. (2020). Chloroquine or hydroxychloroquine for prophylaxis of COVID-19. The Lancet Infectious Diseases.

Goodson, I. (1992). Studying teachers’ lives. London: Routledge.

International Monetary Fund. (2015). World economic outlook: Uneven growth: Short- and long-term factors. Washington, DC.

International Monetary Fund. (2019). World economic outlook: Uneven growth: Short- and long-term factors. Washington, DC. https://rb.gy/27fxlm

Holland, D., Lachicotte, W., Cain, C. & Skinner, D. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

Jamison, D. T., Searle, B., Galda, K., & Heyneman, S. P. (1981). Improving elementary mathematics education in Nicaragua: An experimental study of the impact of textbooks and radio on achievement. Journal of Educational psychology, 73(4), 556.

Jumani, N.B. (2009). Study on role of radio for rural education in Pakistan. Turkish Online Journal of Online Education, 10(4), 176-187. https://rb.gy/slusab

Kim, L. & Asbury, K. (2020). Like a rug has been pulled under you: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. Psyarxiv Preprints.1-25. https://psyarxiv.com/xn9ey/

Lancker, W.V. & Parolin, Z. (2020). Covid-19, school closures, and child poverty: a social crisis in the making. Lancet. https://rb.gy/rogmv6

Loh, J. (2013). Inquiry into Issues of Trustworthiness and Quality in Narrative Studies: A Perspective. The Qualitative Report, 18(33), 1-15.

Mohamed, A. (2020). UNESCO rallies international organizations, civil society and private sector partners in a broad coalition to ensure #LearningNeverStops, UNESCO. https://rb.gy/pb4t3q

Moje, E. B., & Luke, A. (2009). Literacy and identity: Examining the metaphors in history and contemporary research. Reading Research Quarterly, 44(4), 415-437.

Moss, G. (2004). Provisions of trustworthiness in critical narrative research: Bridging intersubjectivity and fidelity. The Qualitative Report, 9(2), 359-374.

Nash, V. & Enyon, R. (2020). Coronavirus school closures impact 1.3 billion children – and remote learning is increasing inequality. The Conversation. https://rb.gy/yv9q0p

Ribba, E. (2019). Factors affecting radio broadcasts to schools in Kenya: A case study of public primary schools in Rangwe Division, Homa, Bay County. International journal of recent innovations in academic research, 3(11), 1-23.

Rich, M., Dooley, B., & Inoue, M. (2020). Japan shocks parents by moving to close all schools over coronavirus. The New York Times, https://rb.gy/mgfb6a

Schwandt, T. A. (2015). The sage dictionary of qualitative inquiry (4th ed.). Thousand Oaks, CA: Sage Publications.

Thomas, C. J., (2020). Coronavirus and challenging times for developing countries. Brookings. https://rb.gy/qbu1zd

UNESCO. (2020). COVID 12 education response. https://rb.gy/kuckhk

Vegas, E. (2020). School closures, government responses, and learning inequality around the world during COVID-19. Brookings. https://rb.gy/urdhwn

Viner, R.M., Russel, S, Croker, H, Packer, J, Ward, J, Stansfield, C, Mytton, O, Bonell, C, Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systemic review. The Lancet. https://rb.gy/zyvbwt

Wenger, E. (2002). Communities of practice learning meaning and identity. Cambridge, UK: Cambridge University Press.

Winthrop, R. (2020a). Top ten risks and opportunities for education in the face of COVID-19 Brookings. https://rb.gy/tbowjn

Winthrop, R. (2020b). COVID and school closures: What can countries learn from past closures? Brookings. https://rb.gy/ctwu4n

Zhang, W., Wang, Y., Yang, L., and Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of risk and financial management, 13(55), 1-6.




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.8n.3p.90

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2020 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.