Post-Hurricane Schooling in Puerto Rico and the Virgin Islands and an Adapted Hierarchy of Needs

Abstract

We applied narrative inquiry to describe, understand, and gain insight into the significant experiences of educators and graduated students in the U.S. Virgin Islands and Puerto Rico as they attempted to re-engage in formal schooling following the effects of two devastating hurricanes in September 2017. We viewed participant responses through a conceptual framework that melded the ethics of critique, justice, care described by Starratt with an adaptation of Maslow’s hierarchy of needs. Our findings suggest insights into ways that educators apply personal and professional values as they attempt to resume schooling in the aftermath of personal and community disasters.