Listening to Radio Silence in Virtual University. Teaching and Learning

• Authors: Katharina Kurz

Title variants

PL

Słuchanie ciszy radiowej w uniwersytecie wirtualnym. Nauczanie i uczenie się

Abstracts

PL

Opierając się na moich badaniach etnograficznych w Irlandii, niniejszy artykuł pokazuje jak pandemia Covid-19 zmieniła kontekst relacyjnego nauczania uniwersyteckiego i uczenia się. Moje ustalenia empiryczne ilustrują, jak wirtualne środowiska nauczania przekształcają ciszę w klasie w “ciszę radiową”. Przedstawiam trzy studia przypadków, które dają wgląd w to, jak kontekst internetowy zapewnia nowy sposób komunikowania się, co wpływa na sukces relacyjnych praktyk pedagogicznych (Lave & Wenger, 1991; Schultz, 2003; Waghid, 2019). Stosując koncepcję Katherine Schultz (2003) „słuchania, aby uczyć”, ten artykuł omawia, w jaki sposób klasa cyfrowa może dalej izolować już zmarginalizowane grupy studentów. Staram się zilustrować znaczenie rozpoznania redystrybucji władzy w sieci, która przekracza wyobrażenia o tradycyjnych formach edukacji.

EN

Drawing on my ethnographic research in Ireland, this paper shows how the Covid-19 pandemic changed the context for relational university teaching and learning. My empirical findings illustrate how virtual teaching environments transform classroom silence into “radio silence.” I introduce three case studies that give insight into how the online context provides a new context for communication, which impacts the success of relational pedagogical practices (Lave & Wenger, 1991; Schultz, 2003; Waghid, 2019). Applying Katherine Schultz’s (2003) concept of “listening to teach,” this paper discusses how the digital classroom can further alienate already marginalized student groups. I aim to illustrate the importance of recognizing the redistribution of power online that transgresses the imagination of traditional forms of education.

Keywords

PL

nauczanie i uczenie się; relacyjność; pedagogika demokratyczna; uniwersytet; COVID-19; etnografia

EN

teaching and learning; relationality; democratic pedagogy; university; COVID-19; ethnography

• Publisher: Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
• Journal: Forum Oświatowe
• Year: 2022
• Volume: 34
• Issue: 1(67)
• Pages: 55-67

Dates

published

2022

Contributors

author

Katharina Kurz

References

• Anderson, L., L. Blewett, & L. Carozza. (2021). Post-pandemic pedagogy: A paradigm shift. Edited by J. M. Valenzano. Rowman & Littlefield.
• Andreotti, V., Stein, S., Sutherland, A., Pashby, K., Susa, R., & Amsler, S. (2018). Mobilising different conversations about global justice in education: Toward alternative futures in uncertain times. Policy and Practice: A Development Education Review, 26, 9–41. https://www.developmenteducationreview.com/issue/issue-26/mobilising-different-conversations-about-global-justice-education-toward-alternative
• Bala, S. (2021, December 19th). Zoom executive says hybrid work will continue to drive growth after the pandemic.” CNBC. https://www.cnbc.com/2021/12/20/zoom-exec-says-hybrid-work-will-keep-driving-growth-afterthe-pandemic.html
• Baurain, B. (2011). Morality, relationality, and listening pedagogy in language education. International Journal of Listening, 25(3), 161–177. https://doi.org/10.1080/10904018.2011.604604
• Casey, D. (2020). Emergency pivot to online academic learning support: Crisis or opportunity? All Ireland Journal of Higher Education 12(3), 1–3. https://ojs.aishe.org/index.php/aishe-j/article/view/519
• Dron, J. (2021). Educational technology: What it is and how it works. AI and Society, 37, 155–166. https://doi.org/10.1007/s00146-021-01195-z
• Eriksen, T. H. (2016). Overheating: An anthropology of accelerated change. Pluto Press. https://doi.org/10.2307/j.ctt1cc2mxj
• Fawns, T. (2022). An entangled pedagogy: Looking Beyond the pedagogy-technology dichotomy. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00302-7
• Feenberg, A. (2019). Postdigital or predigital? Postdigital Science and Education, 1, 8–9. https://doi.org/10.1007/s42438-018-0027-2
• Freire, P. 1(998). Pedagogy of freedom: Ethics, democracy, and civic courage (P. Clarke & L. Boulder, Trans.). Rowman and Littlefield.
• Graham, C. D., & Massyn, L. (2019). Interaction equivalency theorem: Towards interaction support of non-traditional doctoral students. International Journal of Doctoral Studies, 14, 187–216. https://doi.org/10.28945/4238
• Hofmann, L. (2020, April 9th). Is Zoom GDPR Compliant? Pridatect. https://www.pridatect.co.uk/zoom-gdpr-compliant/
• Kavanaugh, R. P., & Maratea, R. (2019). Digital ethnography in an age of information warfare: Notes from the field. Journal of Contemporary Ethnography, 49(1),1–24. https://doi.org/10.1177%2F0891241619854123
• Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey – The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN. Accessed March 7, 2022. https://www.glsen.org/sites/default/files/2021-04/NSCS19-FullReport-032421-Web_0.pdf
• Lave, J., & Wenger, E. (1991). Situated learning – Legitimate peripheral participation. Cambridge University Press.
• Musgrave, P. (2020, April 20th). Emotional Remuneration. Systematic Hatreds. https://musgrave.substack.com/p/emotional-remuneration?s=r
• Nørgård, R. T. (2021). Theorising hybrid lifelong learning. British Journal of Educational Technology, 52(4), 1709–1723. https://doi.org/10.1111/bjet.13121
• Pacheco, J. A. (2021). The “new normal” in education. Prospects, 51, 3–14. https://doi.org/10.1007/s11125-020-09521-x
• Rapanta, C., Botturi, L., Goodyear, P., Guardia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–945. https://doi.org/10.1007/s42438-020-00155-y
• Rothberg, M. (2019). The implicated subject. Stanford University Press.
• Roy, A. (2020, April 3rd). The pandemic is a portal. The Financial Times. https://www.ft.com/content/10d8f5e8-74eb-11ea-95fe-fcd274e920ca
• Schultz, K. (2003). Listening: A framework for teaching across difference. Teachers College Press Columbia University.
• Schultz, K. (2013). The role of silence in teaching and learning. Educational Horizons, 91(2), 22–25. https://doi.org/10.1177%2F0013175X1209100207
• Spadafora, A. (2021, August 18th). Data protection watchdog claims Zoom is incompatible with GDPR. Tech Radar Pro. https://www.techradar.com/uk/news/data-protection-watchdog-claims-zoom-is-incompatible-with-gdpr
• Vinlove, A. L. (2012). Learning to teach where you are: Preparation for context-responsive teaching in Alaska’s teacher certification programs [Ph.D. Dissertation] University of Alaska, Fairbanks. https://core.ac.uk/download/pdf/286999455.pdf
• Waghid, Y. (2019). Pedagogy and Nuances of Care – Towards a Philosophy of Caring in Higher Education. (1). Palgrave MacMillan.

Identifiers

DOI

10.34862/fo.2022.4

Biblioteka Nauki

2143785