Pandemic Pedagogy
Practical and Empathetic Teaching Practices
Bibliographic Data
| ID | 22009878 |
|---|---|
| Authors | Emily Brier (Western Carolina University, corresponding author) |
| Year | 2021 |
| Volume | 8 |
| Issue | 2 |
| Pages | 31 |
| Publication date | 2021-07-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SPECTRA the Social Political Ethical and Cultural Theory Archives (JOURNAL) |
| Journal identifiers | ISSN: 2162-8793 • E-ISSN: 2162-8793 |
| Publisher | Virginia Tech Libraries (PUBLISHER) |
| DOI | 10.21061/spectra.v8i2.180 |
| OpenAlex | W3185390845 |
| Language | EN |
| References cited | 5 |
This first-person dissection of pandemic pedagogy, supported by surveillance theory, queer and feminist pedagogical theory, and radically empathetic and nonviolent teaching practices, suggests a better way forward in college and university teaching during the COVID-19 pandemic and beyond. Outlining anti-surveillance and anti-policing practices, as well as instructors’ roles as enforcers of the neoliberal university’s interests and instructors’ needs usurping best teaching and administrative practices, the article attempts to make sense of interconnected limitations and inequities in higher education which the COVID-19 pandemic and subsequent distance and hybrid course delivery models have exposed. The article posits methods to reframe instructor/student interactions in virtual and socially distanced classrooms. An accompanying handout, originally presented at the 2020 unConference hosted by the Race, Space, Place Initiative at Virginia Commonwealth University, presents the information in an easy-to-read and dynamic format
Acknowledgement · Best practice · Cognitive reframing · Feeling · Pandemic · Pedagogy · Political science · Public relations · Sociology · Critical Race Theory in Education · Digital Education and Society · Law · Medicine · Psychology · Social Psychology · Youth Education and Societal Dynamics
| Highly cited | No |
|---|