What are the viral pedagogies fit for these times of COVID-19?
Shared by ALICIA FLYNN
What are the viral pedagogies fit for these times of COVID-19?
We have not been here before. Unprecedented has become cliché. Like shopping, socialising, and schooling, (pedagogical) scholarship has changed suddenly. While different for different bodies, we now have this singular matter viscerally in common.
How do feminist common worlding pedagogies of response-ability, and their scholarship, stand up to times of worldwide pandemic shutdown?
Thinking with Puig della Bellacasa (2017), acting with care is acting slowly. But do slow responses stand up to sudden crisis, especially when coupled with “the onrushing disasters of the Anthropocene, Plantationocene, and Capitalocene, with their ramped-up genocides and speciescides” (Haraway, 2018, p.103)?
I pose no propositions here only questions, questions that beget further questions. Is (my) pedagogic research still relevant? How does it behave in these times? How does it matter to this timeplace?
This post, made possible by a virtiginous virus, helps ease me out of “the valley of shit” (Mewburn, 2012) and into a response of mixed abilities. How will this mass movement of bodies – economic, organismic, pedagogic – affect scholarship to come? Unlike climate change, is COVID-19 some kind of catalyst for common worlding?
What are the questions covid conjures for you?
References
Haraway, D. (2018). Staying with the trouble for multispecies environmental justice. Dialogues in Human Geography, 8:1, 102–105.
Puig de la Bellacasa, M. (2017). Matters of care: speculative ethics in more than human worlds. University of Minnesota Press.
Mewburn, I. (2012, May 8). The valley of shit. The Thesis Whisperer.