Full text of my paper about human rights violations during the ongoing pandemic through lack of mitigations in schools is now available online via @ManchesterUP
False Divisions and Dubious Equivalencies:
Children’s Rights During the COVID-19 Pandemic
manchesterhive.com/display/978152…
False Divisions and Dubious Equivalencies:
Children’s Rights During the COVID-19 Pandemic
manchesterhive.com/display/978152…
Quick summary
My research is about the causes and consequences of the crisis in children’s rights during the ongoing Covid pandemic—specifically, how and why children’s fundamental rights to life, health, and safety are besieged in the context of education and schooling.
I scrutinize pandemic non-interventionism in comparative global perspective, with the United States exemplifying this model and faring worst among peer nations, alongside the United Kingdom and Sweden.
From a perspective of systemic inequities, I analyze school reopenings and related policy through a review of news media, surveys, statistical data, and public discourse.
I find that the master narrative regarding childhood education during the pandemic has created false divisions and dubious equivalencies between different sets of children’s rights to justify in-person schooling with inadequate mitigations.
Political officials, economic elites, contrarian “experts,” and aligned technocrats have promoted pandemic non-intervention through a combination of disinformation campaigns, moral panic, and political violence, to overpower scientific consensus, public opinion, and human rights, which disproportionately harms working-class and racial minority children.
My research is about the causes and consequences of the crisis in children’s rights during the ongoing Covid pandemic—specifically, how and why children’s fundamental rights to life, health, and safety are besieged in the context of education and schooling.
I scrutinize pandemic non-interventionism in comparative global perspective, with the United States exemplifying this model and faring worst among peer nations, alongside the United Kingdom and Sweden.
From a perspective of systemic inequities, I analyze school reopenings and related policy through a review of news media, surveys, statistical data, and public discourse.
I find that the master narrative regarding childhood education during the pandemic has created false divisions and dubious equivalencies between different sets of children’s rights to justify in-person schooling with inadequate mitigations.
Political officials, economic elites, contrarian “experts,” and aligned technocrats have promoted pandemic non-intervention through a combination of disinformation campaigns, moral panic, and political violence, to overpower scientific consensus, public opinion, and human rights, which disproportionately harms working-class and racial minority children.
I'm grateful to be connected to many here whose research and advocacy have fortified mine. Some are cited in this paper, while others have helped alert me to important research and developments that inform this paper. Thank you all. @jfeldman_epi @NafeezAhmed @karamballes @thrasherxy @NaomiAKlein @WalkerBragman @realLandsEnd @avierkant @gorskon @KeeangaYamahtta @LongCovidKids @m_scribe @dgurdasani1 @PeterHotez @PeoplesCDC @TheWHN @GosiaGasperoPhD @DrEricDing @EricTopol @michael_hoerger @cv_cev @DrJudyStone @luckytran @wsbgnl @Antonio_Caramia (No doubt I'm missing several, but much gratitude to everyone I follow who posts on this topic).
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