RESUMO
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. [ FROM AUTHOR] Copyright of London Review of Education is the property of UCL Press 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.)
RESUMO
In the early stages of the ‘pivot online’, various conceptions of inequalities and their relations to educational equity peppered the discourses of higher education practitioners and the promotional discourses of their institutions. Concerned with what conditions subjectification and action within micro- and meso-curricula, this paper explores the cultural and structural discursive positions in which such agents are entangled, and the discourse conflicts they negotiated about what to adopt, shape, defer or resist. Offering deliberations on the possibilities and problematics for equity in higher education were insiders’ perspectives of those who operate in the thresholds between academic and professional communities within South African and UK higher education—learning technologists, academic developers and Higher Education Studies scholars—in the period from March to June 2020. Careful not to provide a monovocal nor hierarchical interpretation of these discourses at that early stage in the pandemic, our analysis rather juxtaposes complex and at times conflicting local accounts and negotiations of three schisms around which their narratives skirted: (i) the substantial fault lines under and in societies, institutions and practitioner communities;(ii) the complexities which intersect with digital divides;and (iii) the in/visibility of differentially impacted individuals and groups during that period. As people with often strong ethico-political commitments, and responsibilities as members of evanescent interpretative communities, their acts of narration drew from and at times against the dominant discourses situated within particular socio-economic and ideological higher education contexts. [ FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature 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.)