“Pandemic Pedagogy:
Reflections on teaching in times of global disruption”
A special issue of the Kyoto Review of Southeast Asia
CALL FOR PROPOSALS
Deadline: 15 August 2020
The COVID-19 pandemic has brought about a major reconfiguration of our research and pedagogical practices. On a more profound level, our compliance with virus containment measures has affected the way we measure productivity, challenged our efforts to cultivate professional and personal relationships, and even changed the way we experience time and space.
Amidst this period of global disruption, educational institutions around the world have implemented “post-conventional” measures with the intent of maintaining the continuity of educational programs while safeguarding the interests of public health. A common experience for teaching staff, for example, is having been made to implement Emergency Remote Teaching (ERT) in response to the often sudden closure of campuses and educational facilities. Correspondingly, the global academic community has shifted to various modes of Computer-mediated Communication (CMC) for collecting and disseminating research data such as videoconferencing, webinars or live streaming. The innovations that the pandemic has necessitated may provide us with an opportunity to reconsider the present and future of education, particularly in terms of teaching effectiveness, student welfare and the state of our institutions as significant players in the global knowledge economy.
This purpose of this special issue is to gather personal reflections on the complexities and possibilities of post-conventional scholarly practices in East and Southeast Asia. We seek to collectively assess how the pandemic has affected our pedagogical capacities at a time when knowledge is ever more crucial to the propagation of our societies, in a world that would otherwise be defined by the dynamic circulation of capital and people. Some questions that might be discussed include (but should not be restricted to) the following:
How has the shift to online teaching affected your pedagogical effectiveness, such as in curricular design, content delivery and safeguarding the welfare of our students? How have students responded to these measures?
What kinds of disparities has the adoption of ERT and CMC revealed or exacerbated among students and faculty, such as in the access to online platforms, and in the relative digital fluency in which curricular content is disseminated and consumed?
How has ‘immersion denial’ in your classrooms impacted upon the cultivation of a vibrant campus community for both students and faculty? What innovations could be/have been implemented to mitigate the effects of international border restrictions in pursuing research and educational programs?
How has the pandemic influenced the policies of university administrations, such as those pertaining to enrollments, student services, faculty promotion/development, staff training and departmental restructuring?
Our aim is to consider perspectives from faculty in educational institutions in East and Southeast Asia. These reflections will be collated as a special edition of the Kyoto Review of Southeast Asia (KRSEA), edited by Associate Professor Pavin Chachavalpongpun (Editor-in-Chief of KRSEA), and Associate Professor Julius Bautista (Guest editor). Reflection pieces are expected to be around 2000 words in length in English. The deadline for submission of final reflection pieces is 1 October 2020.
Expressions of interest should be indicated by clicking HERE (deadline 15 August 2020)
Inquiries may be directed to seasia[at]cseas.kyoto-u.ac.jp
**This project is a collaborative initiative between KRSEA, the Consortium for Southeast Asian Studies in Asia (SEASIA) and The Japan-ASEAN Platform for Transdisciplinary Studies **