Loyola-Hernández, L., Kahigi, C., Wangari-Jones, P. et al. (1 more author) (2022) Resilience, advocacy and scholar-activism: responding to COVID-19 in Kenyan, Mexican and British universities. Educational Review, 74 (3). pp. 558-575. ISSN 0013-1911
Abstract
Based on in-depth interviews, surveys and autoethnography we explore ways in which staff responded to the COVID-19 pandemic in three Higher Education Institutions (HEIs) based in Kenya (University of Nairobi), Mexico (El Colegio de la Frontera Sur) and the United Kingdom (University of Leeds). HEIs are dependent on staff’s resilience and goodwill to “get through the tough times”. This is evident when we examine the effect universities’ lack of support had on staff during the first months of lockdown in 2020. HEIs were not able to provide adequate IT equipment, training, and wellbeing support for staff yet we were still expected to “perform” to high standards. We analyse the challenges faced to quickly get acquainted with online teaching without any reflection on how this transition impacted our pedagogy, particularly for those of us who identify as scholar-activists. Added stress of learning new ways of delivering teaching coupled with caring responsibilities, isolation, bereavement, a decrease in living wages and cut to staff pensions has had a long-lasting detrimental effect on staff’s mental health. At the same time, university staff and students have pushed back as a community to advocate for better teaching and learning conditions. We discuss the wider impacts of COVID-19 on staff’s commitment to social justice within and outside the traditional university setting.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
Keywords: | Higher education; community; scholar-activism; critical pedagogies |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Environment (Leeds) > School of Geography (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 06 Mar 2025 14:45 |
Last Modified: | 06 Mar 2025 14:45 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/00131911.2022.2071235 |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:224091 |
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Licence: CC-BY-NC-ND 4.0