Kaitlin Clinnin and sarah madoka currie acknowledge that we’re all worn out, then explore ways to contextualize the problem and show ourselves some grace.
During the pandemic, the work of teaching has earned greater attention and importance. What might care work look like from a global pedagogical perspective?
Despite the majority of mainstream society's expectation for being back to normal, which may refer to taking in-person classes, I want to argue for the minority preference for preserving an option outside the scope of “normalcy.”
I soon realized that visual presence did not determine student participation. ...Rather than hiding behind turned off cameras, there seemed to be a kind of courage that came about in speaking while not being gazed at.
We want to hear from you, students, whether you are in your last semester of a post-doctoral degree or if you just graduated high school and are on your way to a new college. All students have a voice here.
Quality Matters, with its 42-point rubric, is one of the most pervasive and insidious examples of a standardized approach to the development of online courses.
I’ve stopped worrying about managing the classroom the way I used to. I’ve stopped telling students what to write about. I’ve realized that the more ideas there are in the writing classroom the better.
"To be able to mentor students effectively, we first need self-care in the wake of this global health crisis. Self-care, under these circumstances, is nothing short of an act of defiance in the face of exploitation."
Not all of my stories are as utilitarian to my teaching as the stories I’ve shared above. But all of my stories—all of our stories—have the potential to be enduring. Stories are sustenance: they are in the air we breathe, in the water we drink, in the communities we live, work, and love.
When I started teaching I liked to think that I was participating in the education of a new generation which would reinforce the foundations of democracy; today I feel more like a job trainer.
Precautions... do not eliminate the inherent risks of showing potentially harmful images. But they do serve an essential purpose: by leading with care and context, instructors can help minimize the images’ potential harm.
