Resilience, Advocacy and Scholar-Activism: Responding to COVID-19 in Kenyan, Mexican and British Universities

Autor/inn/en	Loyola-Hernández, Laura; Kahigi, Christine; Wangari-Jones, Peninah; Farrera, Abraham Mena
Titel	Resilience, Advocacy and Scholar-Activism: Responding to COVID-19 in Kenyan, Mexican and British Universities
Quelle	In: Educational Review, 74 (2022) 3, S.558-575 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2022.2071235
Schlagwörter	COVID-19; Activism; College Faculty; Cross Cultural Studies; Well Being; Mental Health; Foreign Countries; Ethnography; Teacher Attitudes; Universities; Resilience (Psychology); School Closing; Faculty Development; Information Technology; Technological Literacy; Pedagogical Content Knowledge; Online Courses; Educational Change; Stress Variables; Teaching Methods; Family Work Relationship; Social Isolation; Grief; Income; Retirement Benefits; Retrenchment; Social Justice; Mexico; Kenya (Nairobi); United Kingdom (Leeds) + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Fakultät; Cultural comparison; Kulturvergleich; Well-being; Wellness; Wohlbefinden; Psychohygiene; Ausland; Ethnografie; Lehrerverhalten; University; Universität; School closings; Schule; Schließung; Schließung (von Schulen); Informationstechnologie; Technisches Wissen; Pädagogische Kompetenz; Online course; Online-Kurs; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Isolation; Trauer; Einkommen; Retirement pay; Ruhegehalt; Soziale Gerechtigkeit; Mexiko
Abstract	Based on in-depth interviews, surveys and autoethnography we explore ways in which staff responded to the COVID-19 pandemic in three Higher Education Institutions (HEIs) based in Kenya (University of Nairobi), Mexico (El Colegio de la Frontera Sur) and the United Kingdom (University of Leeds). HEIs are dependent on staff's resilience and goodwill to "get through the tough times". This is evident when we examine the effect universities' lack of support had on staff during the first months of lockdown in 2020. HEIs were not able to provide adequate IT equipment, training, and wellbeing support for staff yet we were still expected to "perform" to high standards. We analyse the challenges faced to quickly get acquainted with online teaching without any reflection on how this transition impacted our pedagogy, particularly for those of us who identify as scholar-activists. Added stress of learning new ways of delivering teaching coupled with caring responsibilities, isolation, bereavement, a decrease in living wages and cut to staff pensions has had a long-lasting detrimental effect on staff's mental health. At the same time, university staff and students have pushed back as a community to advocate for better teaching and learning conditions. We discuss the wider impacts of COVID-19 on staff's commitment to social justice within and outside the traditional university setting. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01