Reimagining the new pedagogical possibilities for universities post-Covid-19

Peters, Michael A.; Rizvi, Fazal; McCulloch, Gary; Gibbs, Paul; Görur, Radhika; Hong, Moon Suk; Hwang, Yoon‐Jung; Zipin, Lew; Brennan, Marie; Robertson, Susan L.; Quay, John; Malbon, Justin; Taglietti, Danilo; Barnett, Ronald; Wang, Chengbing; McLaren, Peter; Apple, Rima D.; Papastephanou, Marianna; Burbules, Nicholas C.; Jackson, Liz; Jalote, Pankaj; Kalantzis, Mary; Cope, Bill; Fataar, Aslam; Conroy, James C.; Misiaszek, Greg William; Biesta, Gert; Jandrić, Petar; Choo, Suzanne S.; Apple, Michael W.; Stone, Lynda; Tierney, Rob; Tesař, Marek; Besley, Tina; Misiaszek, Lauren Ila

doi:10.1080/00131857.2020.1777655

Cited by 196 publications

(150 citation statements)

References 22 publications

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“…They are entrepreneurial educators but also entrepreneurial employees working within the university system. The urgent and widely accepted need for our education systems to be reviewed, reimagined (Peters et al 2020;RSE 2020) or 'reset' (WEF 2020) post-COVID-19 includes calls for reviews of structures, delivery models, programme content, research and innovation. This group of educators-as entrepreneurial employeescan help to broaden and strengthen this process (beyond the confines of existing university structures) by working collaboratively, and they can help colleagues embrace uncertainty, reimagine programmes and support transformative action to reinvigorate and enhance education systems post-COVID-19.…”

Section: The Time To Reimagine But Also To Actmentioning

confidence: 99%

“…The impact of the COVID-19 crisis (World Health Organisation 2020) is causing a reimagining of education with calls for radical reviews of access, curriculum and learning and teaching approaches (Peters et al 2020;RSE 2020). Entrepreneurship is considered a vital part of the recovery of the global economy from the impact of COVID-19 (Bhatia and Levina 2020), and entrepreneurship educators are facing increasing expectations to swiftly adapt their programmes and approaches to support enhanced entrepreneurship skills development often through, for example, the incorporation of enhanced technology usage to create experiential entrepreneurial learning environments that support social distancing requirements (Ratten 2020).…”

Section: Introductionmentioning

confidence: 99%

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Entrepreneurial educators: vital enablers to support the education sector to reimagine and respond to the challenges of COVID-19

Langston¹

2020

Entrep Educ

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This article examines the experiences of the educator as a key actor in entrepreneurship education. Since the 1990s, the education sector has been called upon to create more 'entrepreneurs' to find solutions to global problems leading to entrepreneurship education. The educator is a key participant in the process of entrepreneurship education, but too little is known or understood about their experiences. Employing an interpretative phenomenological approach with ten UK-based higher education entrepreneurship education educators, this article sheds light on their experiences. The article concludes by proposing a conceptual model of the essence of entrepreneurship education educators' experiences which identifies shared values, multiple identities and innovative practices. It finds something personal and inherently 'good' about entrepreneurship education, beyond the knowledge of entrepreneurship, which attracts certain educators. These educators are found to be entrepreneurial with a need for change, distinctiveness and action which at times can lead to marginalisation from the traditional educational establishment. They are found to be highly efficacious entrepreneurial employees (Lackéus et al., Bacigalupo (ed) The entrepreneurial employee in the public and private sector-what, why, how. Publications Office of the European Union, Luxembourg, 2020) and, it is argued, could act as significant enablers for wider educational systems change required to respond to the challenges of COVID-19 (WHO in Coronavirus disease (COVID-19) pandemic, 2020. https ://www.who.int/emerg encie s/disea ses/novel-coron aviru s-2019).

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Section: The Time To Reimagine But Also To Actmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Entrepreneurial educators: vital enablers to support the education sector to reimagine and respond to the challenges of COVID-19

Langston¹

2020

Entrep Educ

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“…There has been a recent resurgence of the idea of interdisciplinary education (Chye, 2020;Staufenberg, 2019) 4 . This idea rings true with Peters, Rizvi, et al (2020) and the idea of harmonic cadence, interconnectedness in collective intentionality in the project of philosophy of education in a new key.…”

Section: Bump In the Road Or A Catalyst For Structural Change? (Adam mentioning

confidence: 91%

“…If we bet on the first, and if we advocate for an active, participatory and democratic citizenship, we need a committed postdigital critical pedagogy that encourages both creativity and imaginative thinking. One aim of such pedagogy is to destroy the social assumption of human superiority and the binary thinking of human/non-human (Peters, Rizvi, et al, 2020).…”

Section: Rupture and Conjuncture: Education And The Climate Crisis (Mmentioning

confidence: 99%

“…Collectivity built into philosophy of education in a new key reaches much deeper than this gathering of 15 human authors and sees animals, bacteria, viruses, and other visible and non-visible living and semi-living entities as deeply interconnected, together with our (non-living?) technologies (Fuller & Jandri c, 2019;Peters, Rizvi, et al, 2020). "Our physical microbiological contact is an expression of our biological interconnectivity which also has cultural, social and political dimensions that are played out through the means of a technological superstructure that takes many digital and postdigital forms."…”

Section: Conclusion (Petar Jandri C)mentioning

confidence: 99%

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Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus

Jandrić

Jaldemark

Hurley

et al. 2020

Educational Philosophy and Theory

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This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia (PESA). The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, 'As we bake the earth, let's try and bake it from scratch', gathers wider philosophical considerations about the intersection between environment, education, and the pandemic. The second section, 'Bump in the road or a catalyst for structural change?', looks more closely into issues pertaining to education. The third section, 'If you choose to fail us, we will never forgive you', focuses to Greta Thunberg's messages and their responses. The last section, 'Towards a new (educational) normal', explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles' parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic (philosophy of) education.

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Experiences of student and trainee autism researchers during the COVID‐19 pandemic

et al. 2021

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Circumstances surrounding the COVID-19 pandemic have resulted in significant personal and professional adjustments. Students and trainees, including those in autism research, face unique challenges to accomplishing their training and career goals during this unprecedented time. In this commentary, we, as members of the International Society for Autism Research Student and Trainee Committee, describe our personal experiences, which may or may not align with those of other students and trainees. Our experiences have varied both in terms of the ease (or lack thereof) with which we adapted and the degree to which we were supported in the transition to online research and clinical practice. We faced and continue to adjust to uncertainties about future training and academic positions, for which opportunities have been in decline and have subsequently negatively impacted our mental health. Students and trainees' prospects have been particularly impacted compared to more established researchers and faculty. In addition to the challenges we have faced, however, there have also been unexpected benefits in our training during the pandemic, which we describe here. We have learned new coping strategies which, we believe, have served us well. The overarching goal of this commentary is to describe these experiences and strategies in the hope that they will benefit the autism research community moving forward. Here, we provide a set of recommendations for faculty, especially mentors, to support students and trainees as well as strategies for students and trainees to bolster their selfadvocacy, both of which we see as crucial for our future careers.Lay Summary: The COVID-19 pandemic has affected students and trainees, including those in autism research, in different ways. Here, we describe our personal experiences. These experiences include challenges. For example, it has been difficult to move from in-person to online work. It has also been difficult to keep up with work and training goals. Moreover, working from home has made it hard to connect with our supervisors and mentors. As a result, many of us have felt unsure about how to make the best career choices. Working in clinical services and getting to know and support our patients online has also been challenging. Overall, the pandemic has made us feel more isolated and some of us have struggled to cope with that. On the other hand, our experiences have also included benefits. For example, by working online, we have been able to join meetings all over the world. Also, the pandemic has pushed us to learn new skills. Those include

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Reimagining the new pedagogical possibilities for universities post-Covid-19

Cited by 196 publications

References 22 publications

Entrepreneurial educators: vital enablers to support the education sector to reimagine and respond to the challenges of COVID-19

Entrepreneurial educators: vital enablers to support the education sector to reimagine and respond to the challenges of COVID-19

Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus

Experiences of student and trainee autism researchers during the COVID‐19 pandemic

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