ABSTRACT
The paper explores how the experiences of the present pandemic are shaped by the memories of popular religious piety during past pandemics and epidemics. Taking insights from the works of Astrid Erll and Reinhart Koselleck, the process 'remembering-imagining system' within the context of the pandemic is discussed by tracing the reemergence of pandemic deities and narratives of piety in India. Using digitally documented and disseminated narratives on piety emerging during COVID-19, an attempt is made to understand how these narratives shape the experiences, responses, and collective memory of the pandemic. Through a discussion of the shift in the imagination of political leadership and the moral responsibilities of the community, an attempt is made to highlight the mode in which the narratives on piety shape the contours of a time that is otherwise unimaginable. The mediated memories of popular religious piety make it possible to remember similar crisis times and to imagine and reinstate the social order that is threatened by this sudden unimaginable crisis. The paper thus argues that within the context of India, popular religious piety, though often overlooked, becomes a significant part of making sense and shaping the experiences of the pandemic time.
ABSTRACT
The study, through the framework of mobility and space, explores the phenomenon of multiple shifts in learning spaces induced by COVID-19. The Interpretative Phenomenological Approach (IPA) is adopted to document the experiences and perceptions of learners caught within these spatial shifts—physical, online, and hybrid. Online interviews were conducted with six first-year undergraduate and three first-year postgraduate students enrolled at the department of English and Cultural Studies in a Southern Indian University. Some of the dominant patterns emerging from the accounts of the participants are (1) the changing perception of conducive learning space, (2) the changing perceptions and roles of various classroom actors, and (3) the evolving nature of the learners and the learning process. The study utilizes the framework of mobility to locate the stage of embodied skill acquisition of the participants within the online learning space and illuminates the possibilities offered by this paradigm within the context of higher education. Some of the insights gained through the study include a changing perception of the conventional built classroom space, a notable preference towards a complete online or offline mode as opposed to the hybrid mode, and a transition towards self-directed learning. The study argues that these implications are highly pertinent and can significantly shape the way pedagogues and researchers engage with the various modes of learning—physical, online, and hybrid—and the future of higher education that is shaped by technology-enabled learning.