The importance of the supervisory relationship during adverse and unprecedented times

The article explores supervision during a time of adversity during a global, unforeseen pandemic-Covid 19. This has led to times of extreme struggle, creating an unknown and fearful world for many, ultimately impacting both the therapists and client's worlds as modes of working are restructured and a 'new normal' is sought. The article investigates, through lived experience, how supervision can be used effectively during the health pandemic through using a duoethnography approach. An exploration of working from a position of perceived disempowerment and the challenges of overcoming barriers in an increasingly unsteady socio-political landscape is presented. Vignettes and images of the lived experiences of the supervisor and supervisee are provided, alongside the main body of content, highlighting the importance of the supervisory relationship. Supervision, and the consistency of its practice in this instance, is shown to enable the exploration of the client world and 'meaning making' despite the global pandemic crisis. It is demonstrated that through effective stability within the supervisory relationship, supervisees' can be empowered to continue providing therapeutically sound services for clients through times of national crisis. Supervision is now, more than ever, needed to support therapists in this brash, destructive, uncertain world. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Being “diverse” in the midst of a pandemic and protests: Understanding misalignments between institutional and individual values for women of color academics

Marginalization of women in academia can lead to feelings of isolation, questioning of legitimacy, and cultural taxation. As women of color at a predominantly White institution we have engaged in duoethnography to analyze and understand these experiences, and to ask whether the COVID‐19 pandemic and #BlackLivesMatter protests of 2020 have influenced how we navigate those experiences. Our work is guided by theories of congruence, notions of (in)visibility, and previous autoethnographic work by women professors of color. In our dialogic work we have come to understand how our ideas and our institution's ideas of diversity and justice work are misaligned. In this paper we share how these misalignments existed before 2020 and how they have shifted in the era of COVID‐19 and #BlackLivesMatter. We hope this work can support our Black and Brown women colleagues and broader human resources development efforts for supporting diversity and justice in higher education and adult education.

Teaching through TikTok: a duoethnographic exploration of pedagogical approaches using TikTok in higher dance education in China and Norway during a global pandemic

Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings. [ FROM AUTHOR] Copyright of Research in Dance Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The Syndemic of Race, Gender, and COVID-19: Culturally Comparative Reflections of Intersectional Discrimination

This essay explores how women scholars grapple with gender and racial inequality during a syndemic. Using a culturally comparative lens, two mother-scholars, one Afro-Boricua who identifies as Black and the other Thai who identifies as Asian, examine this topic through a comparative international womanist theoretical framework. This discussion provides a brief overview of the challenges faculty women of color have faced around the world in contemporary history. It also interrogates how the professional identities of these scholars inform their teaching, scholarship, and personal lives during a period fraught with anti-Blackness and anti-Asian hostility, gender bias, familial demands, and heightened fear and isolation. Through counter-narratives, their lived experiences are placed into a global context and insightful comparisons spotlight specific challenges that uniquely converge for women of color in the academy. This analytical discussion reflects trends in the field of comparative education by examining the impact of gender and racial discrimination on women scholars of color within political, economic, social, and cultural landscapes.

Sensitive Condition of the Tesearch Experience During the Pandemic

The outbreak of the covid-19 pandemic required several readjustments of daily life and work, including redefining the paths of ongoing research. For researchers who needed to make approximations and interactions with field subjects, these changes also involved emotional and ethical accommodations. In this sense, the objective of this article is to discuss the research experience of two doctoral students during isolation. We use the concepts of sensitive themes, sensitive conditions, and experience to build the theoretical framework and methodology of the duoethnography for the production of information and the construction of dialogue. The analysis of narratives allowed organizing the plot of the experiences lived by the doctoral students during the pandemic, revealing that expectations, frustrations, and loss of meaning are not externalities but part of the research experience. The recognition of the researcher's human condition helped to understand the sensitive condition of the research experience.

Get to know me, homey: exploring critical, relational and racial literacy possibilities in co-excavative letter writing

Purpose: There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method. Design/methodology/approach: Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing commenced. In the co-authors making meaning of their letter-writing data, they provide examples of and analyze their co-excavative letter-writing process. Findings: The co-excavative epistolary method deepened the co-authors’ relationship to one another and improved their ability to produce useful and complicated knowledge. Research limitations/implications: The co-excavative epistolary exchanges mark a new site for academic theorizing and incite creative approaches to academic co-writing, as well as more transparency about the academic writing process in general. Social implications: Co-excavative methods disrupt traditional academic sites of knowledge production and engender space for relational intimacy. Originality/value: The work introduces both a new method, co-excavative epistolary writing and a new rational framework, the critical dignity relational framework. © 2022, Emerald Publishing Limited.