Abstract

In this chapter, I describe the different phenomena of equality, equity, and justice, in relation to midlevel leaders' work. This chapter explores gender aspects of retention of midlevel leaders, both during the pandemic and afterward.

When the world attempted to fight the spread and dangers of COVID-19, more than 130 countries closed schools. This phenomenon affected nearly 80% of students around the world (Khanna et al., 2020). These decisions, taken by the schools, led millions of students into temporary “home-schooling” situations (Karp & McGowan, 2020). Thus, the pandemic affected families, society, and economics (Mukaigawara et al., 2022). In the educational context, the pandemic was particularly damaging for economically or educationally disadvantaged students, who were placed at special risk and who still suffer the consequences. The damage was and is expressed through learning difficulties, which led to an increased gap between disadvantaged students and students from more privileged backgrounds (Tabner, 2020). However, the pandemic outbreak also prompted new kinds of educational innovation, such as the use of mixed media learning, video communications, and virtual classes (Guest et al., 2020).

Cite: Shapira-Lishchinsky, O. (2023). Aspects of Equality, Equity, and Justice in Education Systems During the Pandemic and in the Postpandemic Era. In The Power of Team-Based Simulations in Educational Systems (pp. 41-60). Emerald Publishing Limited.‏