Tenet: Building equity, trust, mutual respect, and support.
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Care and Culturally Responsive Pedagogy in Online Settings
Author(s): Kyei-Blankson, L. Blankson, J. & Ntuli, E. Date: 2019 Publication: IGI Global Citation: Kyei-Blankson, L., Blankson, J., & Ntuli, E. (2019). Care and Culturally Responsive Pedagogy in Online Settings. IGI Global. https://www.igi-global.com/book/care-culturally-responsive-pedagogy-online/210215. Section on webpage: General Teaching and Course Development Tenets: Building equity, trust, mutual respect, and support. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Using technology intentionally to build communities and enhance learning. Annotation: As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice. -
How to Engage Students in a Hybrid Classroom
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Teaching with Tenderness: toward an Embodied Practice
Author(s): Thompson, B. W. Date: 2017 Publication: University of Illinois Press Citation: Thompson, B. W. (2017). Teaching with Tenderness: toward an Embodied Practice. University of Illinois Press. https://www.press.uillinois.edu/books/catalog/45hss6kk9780252041167.html. Section on webpage: General Teaching and Course Development Tenets: Building equity, trust, mutual respect, and support. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Annotation: Teaching with Tenderness follows in the tradition of bell hooks’s Teaching to Transgress and Paulo Freire’s Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship. -
7 Ways to Do Formative Assessments in Your Virtual Classroom
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How can universal design be applied to instruction
Author(s): The Center for Universal Design in Education Date: 2021, April 9 Publication: DO-IT Citation: The Center for Universal Design in Education. (2021, April 9). How can universal design be applied to instruction. DO-IT. https://www.washington.edu/doit/how-can-universal-design-be-applied-instruction?128=. Section on webpage: Accessibility and Universal Design Tenets: Building equity, trust, mutual respect, and support. Honoring diversity and lived experiences through intersectional approaches. Annotation: This article lists examples of instructional methods that employ principles of universal design. They make course content and activities accessible to people with a wide range of abilities, disabilities, ethnic backgrounds, language skills, and learning styles. -
Pedagogy of Care: Covid-19 Edition
Author(s): Bali, M. Date: 2020, May 28 Publication: Critical Pedagogy, Educational Technology, Elearning Citation: Bali, M. (2020, May 28). Pedagogy of Care: Covid-19 Edition. Critical Pedagogy, Educational Technology, Elearning: Reflecting Allowed. https://blog.mahabali.me/educational-technology-2/pedagogy-of-care-covid-19-edition/ Section on webpage: Creating Cultures of Care Tenets: Building equity, trust, mutual respect, and support. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Annotation: This article explores the concept of care in educational settings, emphasizing its importance in fostering inclusive and supportive learning environments, especially during the challenging times of COVID-19 pandemic. It argues for genuine care, advocating for course designs and teaching practices that prioritize equity and authenticity. The article also highlights practical strategies, including trauma-informed pedagogy, flexibility in course delivery, and opportunities for student empowerment through decision-making. -
COVID-19 and Caring-First Social Justice Classrooms
Author(s): Bond, N. & Gillion, K. Date: 2020, September 1 Publication: Teachable Moments: The National Teaching & Learning Forum Citation: Bond, N. & Gillion, K. (2020, September 1). COVID-19 and Caring-First Social Justice Classrooms. Teachable Moments: The National Teaching & Learning Forum, 29(5), 1–3. https://doi.org/10.1002/ntlf.30245 Section on webpage: Creating Cultures of Care Tenets: Building equity, trust, mutual respect, and support. Honoring diversity and lived experiences through intersectional approaches. Annotation: -
“You make yourself entirely available”: Emotional labour in a caring approach to online teaching
Author(s): Kennedy, E. Oliver, M. & Littlejohn, A. Date: 2022, April 15 Publication: Italian Journal of Educational Technology Citation: Kennedy, E., Oliver, M., & Littlejohn, A. (2022, April 15). “You make yourself entirely available”: Emotional labour in a caring approach to online teaching. Italian Journal of Educational Technology. DOI: 10.17471/2499-4324/1237 Section on webpage: Creating Cultures of Care Tenets: Building equity, trust, mutual respect, and support. Cultivating self-care and boundaries. Humanizing online teaching/learning. Creating cultures of care in online classrooms. Examining (dis)embodiment in virtual teaching/learning. Using technology intentionally to build communities and enhance learning. Annotation: This study examines the challenges experienced, and the pedagogy adopted, by university teachers as they transferred their teaching online during the Covid-19 pandemic. This study has implications for the debate around the justification of equivalent fees for online teaching, since it reveals more emotional labour is involved. The authors state that emotional labour is key to a pedagogy of care and online this can be even more difficult and demanding. However, emotional labour is rarely recognised, rewarded, or supported by universities. By not acknowledging the role of emotional labour in teaching online, structural inequalities in higher education are likely to become further entrenched. -
Pedagogies of Online Welcome
Author(s): Bond, N. Date: 2019 Publication: Faculty Focus Citation: Bond, N. (2019). Pedagogies of Online Welcome. Faculty Focus. https://www.facultyfocus.com/articles/online-education/pedagogies-of-welcome/. Section on webpage: General Teaching and Course Development Tenets: Building equity, trust, mutual respect, and support. Creating cultures of care in online classrooms. Annotation: