Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis

ISBN-13: 9789811977565 / Angielski / Twarda / 2023 / 554 str.

Basil Cahusac de Caux; Lynette Pretorius; Luke Macaulay

Opis

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.

Spis treści

Index of Figures

Index of Tables

Notes on Contributors

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 Research Studies 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! はじめ! 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 Home During 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 [Participants]: Did 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 New Context: 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

O autorze

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.