“What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education

The question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on childr...

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Autores: Van Gorp, Angelo, Collelldemont Pujadas, Eulàlia, Félix, Inês, Grosvenor, Ian, Norlin, Björn, Padrós Tuneu, Núria
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:UVic-UCC
Repositorio:RiUVic. Repositori institucional de la UVic-UCC
OAI Identifier:oai:dspace.uvic.cat:10854/7765
Acceso en línea:http://hdl.handle.net/10854/7765
https://doi.org/10.1080/00309230.2022.2053555
Access Level:acceso abierto
Palabra clave:Ecologia
Epidèmies
Educació
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spelling “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on educationVan Gorp, AngeloCollelldemont Pujadas, EulàliaFélix, InêsGrosvenor, IanNorlin, BjörnPadrós Tuneu, NúriaEcologiaEpidèmiesEducacióThe question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist’s drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of glocal connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics.Taylor & FrancisUniversitat de Vic - Universitat Central de Catalunya. Facultat d'Educació, Traducció, Esports i PsicologiaUniversitat de Vic - Universitat Central de Catalunya. Departament de PedagogiaUniversitat de Vic - Universitat Central de Catalunya. Departament de PsicologiaUniversity of Koblenz-LandauUmeå UniversityUniversity of Birmingham2024202420222022info:eu-repo/semantics/articleinfo:eu-repo/acceptedVersionapplication/pdf21 p.application/pdfhttp://hdl.handle.net/10854/7765https://doi.org/10.1080/00309230.2022.2053555reponame:RiUVic. Repositori institucional de la UVic-UCCinstname:UVic-UCCInglésAquest document està subjecte a aquesta llicència Creative Commonshttps://creativecommons.org/licenses/by-nc/4.0/deed.cainfo:eu-repo/semantics/openAccessoai:dspace.uvic.cat:10854/77652026-06-07T19:15:21Z
dc.title.none.fl_str_mv “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
title “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
spellingShingle “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
Van Gorp, Angelo
Ecologia
Epidèmies
Educació
title_short “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
title_full “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
title_fullStr “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
title_full_unstemmed “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
title_sort “What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
dc.creator.none.fl_str_mv Van Gorp, Angelo
Collelldemont Pujadas, Eulàlia
Félix, Inês
Grosvenor, Ian
Norlin, Björn
Padrós Tuneu, Núria
author Van Gorp, Angelo
author_facet Van Gorp, Angelo
Collelldemont Pujadas, Eulàlia
Félix, Inês
Grosvenor, Ian
Norlin, Björn
Padrós Tuneu, Núria
author_role author
author2 Collelldemont Pujadas, Eulàlia
Félix, Inês
Grosvenor, Ian
Norlin, Björn
Padrós Tuneu, Núria
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universitat de Vic - Universitat Central de Catalunya. Facultat d'Educació, Traducció, Esports i Psicologia
Universitat de Vic - Universitat Central de Catalunya. Departament de Pedagogia
Universitat de Vic - Universitat Central de Catalunya. Departament de Psicologia
University of Koblenz-Landau
Umeå University
University of Birmingham
dc.subject.none.fl_str_mv Ecologia
Epidèmies
Educació
topic Ecologia
Epidèmies
Educació
description The question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist’s drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of glocal connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/acceptedVersion
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10854/7765
https://doi.org/10.1080/00309230.2022.2053555
url http://hdl.handle.net/10854/7765
https://doi.org/10.1080/00309230.2022.2053555
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Aquest document està subjecte a aquesta llicència Creative Commons
https://creativecommons.org/licenses/by-nc/4.0/deed.ca
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Aquest document està subjecte a aquesta llicència Creative Commons
https://creativecommons.org/licenses/by-nc/4.0/deed.ca
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
21 p.
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:RiUVic. Repositori institucional de la UVic-UCC
instname:UVic-UCC
instname_str UVic-UCC
reponame_str RiUVic. Repositori institucional de la UVic-UCC
collection RiUVic. Repositori institucional de la UVic-UCC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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