Affiliation:
1. University of Illinois at Chicago, USA
2. Chicago Arts Partnerships in Education, USA
Abstract
On March 16th, 2020, Chicago Public Schools (CPS) school buildings closed and stayed closed at some school sites for over a year. This created massive disruptions for teachers, students, and their families. Disruptions resulted in substantive adjustments to the who, what, how, and why of teaching and learning, introducing unprecedented material and pedagogical challenges. For approximately 90 teachers across the district, adjustments were complicated and complemented by participation in Chicago Arts Partnerships in Education (CAPE) programs wherein CPS teachers and CAPE teaching artists collaborate on inquiry-based, arts-integrated curriculum in schools. The CPS teachers and CAPE teaching artists were suddenly in a position to urgently reimagine what their teaching would look like remotely. The authors explore how teaching artists made sense of their structural adjustments related to tools and participation and, in turn, what implications their adjustments had on space and agency.
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