What can we learn from COVID-19 as a form of public pedagogy?

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

European Journal for Research on the Education and Learning of Adults Pub Date : 2021-05-19 DOI:10.3384/RELA.2000-7426.3386

S. Bengtsson, K. Poeck

引用次数: 3

Abstract

This paper aims to investigate the corona-crisis as a large-scale, unplanned and unintended global experiment of `public pedagogy'. An investigation is focused on touching upon emergent questions such as: What does our experience of the crisis brought about by the emergence of this specific virus tell us about our assumptions of learning and of public engagement with an issue as a form of public pedagogy? We bring into play transactional theory of teaching and learning, as well as Jan Masschelein's notion of pedagogical milieu of study and Timothy Morton's concept of hyperobject to conceptualize what we can learn from COVID-19 in terms of teaching and learning.

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作为一种公共教育形式，我们可以从COVID-19中学到什么?

本文旨在将冠状病毒危机作为“公共教育学”的大规模、无计划和意外的全球实验来研究。一项调查的重点是触及一些新出现的问题，例如:我们对这种特定病毒出现带来的危机的经历告诉我们，我们对学习和公众参与问题作为一种公共教育形式的假设是什么?我们运用教学与学习的交易理论，以及Jan Masschelein的教学学习环境概念和Timothy Morton的超对象概念，从教与学的角度概念化我们可以从COVID-19中学到的东西。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).