Navigating old and new terrains of academic practice in higher education: indelible and invisible marks left from the Covid-19 lockdown

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
M. Wood, D. Belluigi, F. Su, Eva Seidl
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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.
在高等教育学术实践的新旧领域中导航:新冠肺炎封锁留下的不可磨灭和无形的印记
2019冠状病毒病大流行(重新)塑造了高等教育,给那个时期留下了不可磨灭和看不见的印记。参考相关文献,并通过视觉叙事方法进行交流,来自四所欧洲大学的作者在本文中探讨了两个反思性问题:作为学者,我们在Covid-19大流行封锁期间的实践经验是什么?在新冠疫情后出现的未来学术实践中,我们可以继承、抵制或重新想象什么?这篇文章探讨了在那个动荡时期,学者们是如何在他们的学术实践中经历并表现出弹性和创造力的。特别的见解包括个人和专业的纠缠,以及技术的重要性、能力和局限性。此外,作者还反思了因疫情而加剧的一些当前挑战,如教育不平等。文章最后重申了后covid时代留下的印记的关键点,以及这些印记与关系教学法和反身性在我们共存的虚拟和物理学术空间的方式中纠缠在一起的未来的关系。
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
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
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.
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