Description
The recent pandemic has profoundly shaped the landscape of teaching in the academy. Initiatives established by Universities in the acute phase of the pandemic contributed to increased workloads and educator exhaustion. Many of these initiatives are becoming institutionally embedded, fundamentally changing learning and teaching. In this paper, we discuss some of the ways we have navigated this shifting landscape and how our work on subversive pedagogies (Schick and Timperley, 2022) has supported, and adapted to, our pandemic teaching. We discuss challenges, in particular resourcing and changing student expectations, alongside opportunities, such as the ability to better cater to our diverse students’ needs and moves away from the dominant information-transmission model of education. We conclude by reflecting on sustainable practices that enable us to continue prioritising relationships with and between our students, but also issue a call for greater institutional support for these pedagogies of care.
