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Teaching in 2020: Preliminary Assessments

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Author(s)
Santos, Jose Leonardo
Keywords
COVID-19
Pedagogy
Inequality
Higher education

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URI
http://hdl.handle.net/20.500.12424/4152523
Online Access
https://escholarship.org/uc/item/0mb679f5
Abstract
By the end of summer 2020, the COVID-19 pandemic had upended higher education by requiring immediate adaptation by students, teachers, and institutions to new sets of limitations. What did this period of crisis mean for current and future teaching and learning? A rapid qualitative assessment presented here seeks to begin a sustained conversation around instructors’ experiences. The anthropology professors interviewed in this study found that preexisting conditions in higher education resulted in pedagogical impacts that aggravated both student and faculty inequalities within their institutions. Far from being a new “crisis,” the difficulties encountered in teaching and learning were familiar to professors, who worried ongoing problems in higher education were intrinsic. 
Date
2021-01-01
Type
Article
Identifier
oai:escholarship.org:ark:/13030/qt0mb679f5
qt0mb679f5
https://escholarship.org/uc/item/0mb679f5
Copyright/License
CC-BY-NC
Collections
Ethics in Higher Education

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