A Story by Academic Teachers About Distance Education in the Time of Lockdown

Abstract

This article was written as part of an academic project about the autoethnographs of the times of crisis that academic teachers from several universities in Poland took part in. From the collected stories about experiencing the pandemic, we singled out the thread of distance learning. We created a multivoiced narrative and then submitted it to a collective reflection. Collective autoethnography made it possible not only to recognize changes in the thinking about the self, academic culture, and teaching itself but also to pose questions about the possibility of transformation.

Multivocal Stories About Caring During the War in Ukraine, as Told by Polish Researchers

“…Our collective reflection and discussion of shared stories helped us to look at our own experiences from different perspectives, providing a broader context for understanding them (Perzycka et al, 2022; Szwabowski et al, 2022). By sharing our stories and listening to others, we have gained a more objective understanding of our experiences as part of a larger narrative.…”

“…), which does not seem obvious and legible. Once again (Szwabowski et al, 2022), we ask a question about meaning, which forces us to try to understand and reinvent ourselves, us, and the world (Perzycka et al, 2022).…”

An Introduction to Responding Autoethnography

“…The example relates to the experience of the COVID pandemic. On one hand, it can be said that the choice of the pandemic as a topic is purely random; it is possible that if I had not been involved in a certain research project (Szwabowski et al, 2022; Szwabowski & Więcław, 2021) then I would have chosen a different topic. On the other hand, the pandemic 2 was one of those events that engage our emotions, and reveal social inequalities; it put us in a completely new situation where hopes were mixed with fear, death with the promise of a better life.…”