Research and Teaching in a Pandemic World

This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic.

Explores intersections between peoples experiences of the COVID-19 pandemic within academia and other lived realities Showcases first-person narratives exemplifying the method of collaborative autoethnography Provides insights and guidance to help students and staff cope with the post-COVID-19 academic landscape

Autorentext

Dr Basil Cahusac de Caux teaches undergraduate sociology at the American University of the Middle East, Kuwait. He is an expert in East Asian sociolinguistics and is currently researching the impact of the COVID-19 pandemic on doctoral candidates and early career researchers. Basil is the co-editor of the book `Wellbeing in Doctoral Education and the author of numerous research articles in the social sciences.

Dr Lynette Pretorius is an award-winning educator and passionate researcher with more than ten years of experience in the fields of academic language, literacy, research skills, and research methodologies. She works as the Academic Language and Literacy Advisor for the Faculty of Education at Monash University in Australia, teaching undergraduate, postgraduate, and graduate research students. Lynette is the author of multiple journal articles and an academic book focused on the experiences of graduate research students in academia. She has qualifications in Medicine, Science, Education, as well as Counselling, and her research interests include doctoral education, wellbeing, experiential learning, reflective practice, and autoethnography.

Dr Luke Macaulay is a research fellow at Deakin University s Centre for Refugee Employment, Advocacy, Training, and Education (CREATE), Australia. As an interdisciplinary researcher, Luke has worked in a number of areas, including higher education, educational leadership, inclusive education, refugee and migration studies, as well as cultural studies. Luke s current research explores cultural experiences of becoming an adult and the social/political belonging of refugee background youth.

Inhalt

An Introduction to Research and Teaching in a Post-Pandemic World.- PREFACE Research and Teaching in a Post-Pandemic World.- CHAPTER 1 Introduction to the COVID-19 Pandemic and its Impact on Higher Education.- CHAPTER 2 A Harmony of Voices: The Value of Collaborative Autoethnography as Collective Witnessing during a Pandemic.- Academic Identity Development amidst Pandemic-induced Loss, Trauma, and Grief .- CHAPTER 3 Processing Uncertainty During COVID-19: A Collaborative Autoethnography of Two Stranded International PhD Students.- CHAPTER 4 Balancing Growth and Grief: Narratives of an Immigrant Doctoral Student Navigating Academia during the COVID-19 Pandemic.- CHAPTER 5 Rediscovering Myself through Fear of Failure: My Journey as an International Doctoral Student during a Pandemic.- CHAPTER 6 My PhD Saved My Sanity and My Life.- Locality and Internationality in Shaping Academic Identities during a Pandemic .- CHAPTER 7 Locked Down, But Inspired: Beginning Our ResearchStudies During COVID-19.- CHAPTER 8 Establishing Academic Identities through Professional Socialisation during the COVID-19 Pandemic: A Doctoral Student, Institutional Member, or Early Career Researcher?.- CHAPTER 9 An International Student, a Researcher, or a Work-ready Graduate? Exploring the Self-Formation of International Students in Coursework Master's Programmes.- CHAPTER 10 Adaptation of Environmental and Sustainability Education During the COVID-19 Pandemic.- Resilience and Growth Features of Academic Identity Development during a Pandemic .- CHAPTER 11 Hajime! ! Karate as Academic Salvation.- CHAPTER 12 Uncertainty and Autism: How Changing with the Times is Harder for Some.- CHAPTER 13 Academic Motherhood in Times of Pandemic: Finding Silver Linings.- CHAPTER 14 Lockdown, Online Learning, and Sense of Coherence: How I Managed to Finish My Master's Degree During the COVID-19 Pandemic.- CHAPTER 15 Cognitive Hardiness in the Face of Uncertainty: PhD-ing From HomeDuring a Global Pandemic.- CHAPTER 16 Mitigating the Challenges of Thesis Writing during the COVID-19 Pandemic: An Autoethnographic Reflection of Two Doctoral Students' Perezhivanie.- CHAPTER 17 PhD Candidature During the Pandemic: Hansel and Gretel's Trip Through the Woods.- CHAPTER 18 Empowerment in the Crisis: Narratives of COVID-19 Generation Researchers.- CHAPTER 19 Turning Crisis into Opportunities: New Insights for Academic Experiences During the Pandemic Inspired from a Cultural-Historical and Activity Theory Perspective in an Autoethnography.- CHAPTER 20 A Shift in Doctoral Students' Demands and Motives During the COVID-19 Pandemic.- CHAPTER 21 Entering a Career as an ECR in an Increasingly Shifting Academic Landscape: The Value of Different Forms of Capital.- CHAPTER 22 The Kitchen Table: Mother-Academics Reconfiguring their Emerging Identities While Aligning Family and Work.- Doing Research in Times of Change Methodological Ethnographies of Coping .- CHAPTER 23 The Effects of the Pandemic on the Research Output and Strategies of Early Career Researchers and Doctoral Candidates.- CHAPTER 24 (Dis)embodied Learning: Centring the Body and Emotions in Online Professional Learning.- CHAPTER 25 Leveraging Zoom Video-Conferencing Features in Interview Data Generation during the Covid-19 Pandemic.- CHAPTER 26 Pixelated Participation: A PhD Student's Notes of Online Data Generation During the COVID-19 Pandemic.- CHAPTER 27 The Unforgotten Pre-Service Teachers the Pandemic Affect Learning While on Practicum? What Uncompleted Pre-Service Teachers' Mentoring Experiences [Data] Can Tell Us.- CHAPTER 28 The Impact of COVID-19 on PhD Research: An Autoethnographic Account by an International Student in Melbourne.- Supporting Academic Identity Development during a Global Crisis .- CHAPTER 29 ''Memeing It Up!: Doctoral Students' Reflections of Collegiate Virtual Writing Spaces during the COVID-19 Pandemic.- CHAPTER 30 'Intertext' in a NewContext: Lessons Learnt from Collaborating, Contributing, and Connecting Through an Online Interdisciplinary Student-Led Symposium During COVID-19.- CHAPTER 31 Let's Talk About Wellbeing!: Fostering Interdependence in Doctoral Communities.- CHAPTER 32 Tackling a Sense of Insecurity: Enhancing Digital Literacy as a Call to Action for Educators during the Pandemic.- CHAPTER 33 Education and ICT amidst the COVID-19 Pandemic: Teaching Reflections of Indonesian Educators.- CHAPTER 34 Reflections on Developing Academic Identity during the Pandemic.- CODA The Challenges of Establishing Academic Identities During Times of Change. <p