What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not

The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational...

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Autores principales:	Brandi Lawless, Yea-Wen Chen
Formato:	article
Lenguaje:	EN
Publicado:	Central States Communication Association 2021
Materias:	instructional communication crisis communication social justice pandemic pedagogy critical pedagogy Communication. Mass media P87-96 Education L
Acceso en línea:	https://doaj.org/article/fc19b729b4d04d9182db35205608c20e
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spelling	oai:doaj.org-article:fc19b729b4d04d9182db35205608c20e2021-11-09T17:04:53ZWhat COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not10.31446/JCP.2021.2.022640-45242578-2568https://doaj.org/article/fc19b729b4d04d9182db35205608c20e2021-10-01T00:00:00Zhttps://scholarworks.wmich.edu/jcp/vol5/iss1/2/https://doaj.org/toc/2640-4524https://doaj.org/toc/2578-2568The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface during the Spring and Summer of 2020, offer “best practices” in response to such inequities, and stress the need for a student-centered pedagogy that serves to improve teaching and learning not just during a crisis, but also in semesters and years to come.Brandi LawlessYea-Wen ChenCentral States Communication Associationarticleinstructional communicationcrisis communicationsocial justicepandemic pedagogycritical pedagogyCommunication. Mass mediaP87-96EducationLENJournal of Communication Pedagogy, Vol 5, Pp 4-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	instructional communication crisis communication social justice pandemic pedagogy critical pedagogy Communication. Mass media P87-96 Education L
spellingShingle	instructional communication crisis communication social justice pandemic pedagogy critical pedagogy Communication. Mass media P87-96 Education L Brandi Lawless Yea-Wen Chen What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not
description	The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface during the Spring and Summer of 2020, offer “best practices” in response to such inequities, and stress the need for a student-centered pedagogy that serves to improve teaching and learning not just during a crisis, but also in semesters and years to come.
format	article
author	Brandi Lawless Yea-Wen Chen
author_facet	Brandi Lawless Yea-Wen Chen
author_sort	Brandi Lawless
title	What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not
title_short	What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not
title_full	What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not
title_fullStr	What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not
title_full_unstemmed	What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not
title_sort	what covid-19 taught us about pedagogy and social justice—pandemic or not
publisher	Central States Communication Association
publishDate	2021
url	https://doaj.org/article/fc19b729b4d04d9182db35205608c20e
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What COVID-19 Taught Us About Pedagogy and Social Justice—Pandemic or Not

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