Through collaborative autoethnography and arts-based inquiry, we analyze our experiences during the Fall 2020 semester and our ongoing collaboration after the course, amidst the COVID-19 pandemic and sociopolitical tumult. In this paper, we focus on the feminist concepts of time and care to conceptualize a critical feminist pandemic pedagogy. Specifically, we argue that centering and giving explicit attention to how time and care operate in our everyday lives and classroom activities provides opportunities for humanizing virtual classroom spaces.
Weise et al. (Tue,) studied this question.
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