A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning
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A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning Laura Czerniewicz 1 & Najma Agherdien 2 & Johan Badenhorst 3 & Dina Belluigi 4,5 & Tracey Chambers 6 & Muntuwenkosi Chili 7 & Magriet de Villiers 8 & Alan Felix 9 & Daniela Gachago 10 & Craig Gokhale 11 & Eunice Ivala 10 & Neil Kramm 6 & Matete Madiba 12 & Gitanjali Mistri 13 & Emmanuel Mgqwashu 14 & Nicola Pallitt 6 & Paul Prinsloo 15 & Kelly Solomon 6 & Sonja Strydom 8 & Mike Swanepoel 5 & Faiq Waghid 10 & Gerrit Wissing 2 Published online: 23 September 2020 # The Author(s) 2020
Abstract Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’ to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20– 32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic. Keywords Equity . Inequality . Covid-19 . Pandemic . Teaching . Learning . Higher
education . South Africa
Introduction What does the ‘pivot online’ to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations * Laura Czerniewicz [email protected] * Dina Belluigi [email protected] Extended author information available on the last page of the article
Postdigital Science and Education (2020) 2:946–967
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in teaching and learning in Higher Education (HE)? What are the risks in environments fraught with inequality? In what ways do emergency responces to the Covid-19 pandemic provide opportunities, which can leverage an equity agenda in the medium to long term, in the post-pandemic future? This piece offers the collective reflections of a group of teaching and learning and HE scholars (i.e., academics, educational technology specialists and academic staff developers) produced from our experiences at the outset of the intense times when lockdown restrictions began in early 2020. As such, this article presents a rare snapshot of a particular time.1 The authors of this paper are from 15 of the 26 South African public universities, forged from prepandemic networks,2 who had already been supporting teaching and learning in a blended future, all of whom found themselves on the educational ‘frontline’ overnight. The b
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