{"title":"Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown","authors":"M. Wood, D. Belluigi, F. Su, Eva Seidl","doi":"10.14324/lre.21.1.19","DOIUrl":null,"url":null,"abstract":"Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"London Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14324/lre.21.1.19","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Higher education has been (re)shaped by the Covid-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics, what were our experiences of our practice during the lockdown periods of the Covid-19 pandemic? What might we carry forward, resist or reimagine in landscapes of academic practice emerging in the post-Covid future? The article explores how academics experienced and demonstrated resilience and ingenuity in their academic practice during that turbulent time. Particular insights include entanglements of the personal and professional, and the importance, affordances and limitations of technology. In addition, the authors reflect on some of the ongoing challenges exacerbated by the pandemic, such as education inequalities. The article concludes by reprising the key points about what marks are left behind in the post-Covid present, and how these relate to the future in which relational pedagogy and reflexivity are entangled in the ways in which we cohabit virtual and physical academic spaces.
期刊介绍:
London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.