ERIC Number: EJ1436809
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-8265
EISSN: EISSN-1466-1845
Courageous and Compassionate Teaching: International Reflections on Our Responses to Teaching Geography during the Pandemic
Sarah Dyer; Jennifer Hill; Helen Walkington; Pauline Couper; Chris McMorran; Yvonne Oates; Laxmi Pant; Bradley Rink; Harry West
Journal of Geography in Higher Education, v48 n4 p557-574 2024
This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic may help geography educators to thrive when delivering future-facing education. Our approach was to write and share vignettes of our pandemic teaching upon which we (asynchronously) collectively reflected; creating emergent themes described in this paper. This approach to structured peer learning derives from our commitment to education as a collective endeavour. We argue that the disruption caused by the early pandemic required geography educators to focus attention explicitly on areas previously taken as given. Geography educators slowed down by: (1) recognising educator and student embodiment in a novel context; (2) prioritising listening, acknowledging and sharing with students; and (3) paying attention to and respecting difference amongst learners and colleagues. We propose that consciously adopting these approaches will support geography educators and their students in rapidly changing circumstances across educational, employment and climate contexts.
Descriptors: Foreign Countries, Geography Instruction, Teachers, COVID-19, Pandemics, Altruism, Persistence, Resilience (Psychology), Professional Development, Instructional Innovation, Blended Learning, Influence of Technology, Distance Education, Asynchronous Communication, Listening Skills, Teacher Student Relationship, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore; South Africa; United Kingdom
Grant or Contract Numbers: N/A