@article{bd8320838ac2476dbd6103eea359f194,
title = "Collateral damage in education: implications for the time of COVID-19",
abstract = "The Coronavirus disease of 2019 (COVID-19) has impacted the world immensely in terms of both global health and economy. It has exacerbated the gap between the economically advantaged and disadvantaged groups in terms of access to various resources and opportunities across the world. This situation has been described as {\textquoteleft}collateral damage{\textquoteright}, which represents unexpected and unintended negative impacts that deprive the poor of certain opportunities and rights. Interestingly, the differences in capability to respond to the issues caused by COVID-19 are observed in developed and developing countries alike. This paper aims to discuss the potential risk factors that encourage students to drop out as collateral damage due to COVID-19, based on the literature on developing South East Asian countries. This commentary argues that collateral damage caused by COVID-19 has revealed a serious limitation in the nature of formal schooling in South East Asia. Although more socio-economically vulnerable groups can participate in formal schooling, there is still not a sufficiently communal climate in these schools that would prevent them from dropping out.",
keywords = "collateral damage, COVID-19, dropout, educational inequality, school as community, South East Asia",
author = "Eisuke Saito",
note = "Funding Information: The casualties of collateral damage are products of social inequalities exacerbated by neo-liberal global economies (Bauman, ). If this is the case, it is highly probable that many collateral casualties will occur during this COVID-19 pandemic. The COVID-19 pandemic has impacted various industries because of lockdowns (Hailu, ; International Monetary Fund, ; Wilson, Johnson, Stokan, \& Overton, ). Developing South East Asia is not an exception to this current scenario. This is because this region has become a part of the global economy as they have willingly opened their markets to it, as outlined by Polanyi () in terms of the establishment of the national markets of Europe in the nineteenth century. For example, there was a significant decrease in visitors of up to 50\%–80\%, even nearly 100\%, in some popular destinations such as Bali (Asian Development Bank, ). Another example can be observed within the production lines that power the globalised economy. This is because of the higher risk of redundancy when production lines are shut down, as observed in Laos (Myo, ), Thailand (Endo, ), or Indonesia (Guinness, ; Peters, ) in the previous economic crises. Thus, the citizens in the region have growing concerns regarding the need for financial support and relief (Seah, Ha, Martinus, \& Thao, ). Publisher Copyright: {\textcopyright} 2021 Informa UK Limited, trading as Taylor \& Francis Group.",
year = "2023",
doi = "10.1080/01596306.2021.1953443",
language = "English",
volume = "44",
pages = "45--60",
journal = "Discourse: Studies in the Cultural Politics of Education",
issn = "0159-6306",
publisher = "Taylor \& Francis",
number = "1",
}