Higher Education and Its Post-Coronial Future: Utopian Hopes and Dystopian Fears at Cambridge University during COVID-19

Autor/in	Eringfeld, Simone
Titel	Higher Education and Its Post-Coronial Future: Utopian Hopes and Dystopian Fears at Cambridge University during COVID-19
Quelle	In: Studies in Higher Education, 46 (2021) 1, S.146-157 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eringfeld, Simone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1859681
Schlagwörter	COVID-19; Pandemics; Higher Education; College Students; College Faculty; School Closing; Student Attitudes; Teacher Attitudes; Online Courses; Electronic Learning; Distance Education; School Schedules; Access to Education; Blended Learning; Handheld Devices; Audio Equipment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Lehrerverhalten; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Schulzeiteinteilung; Education; Access; Bildung; Zugang; Bildungszugang; Audio-CD
Abstract	The COVID-19 crisis has given rise to existential questions around the university during and after COVID-19. How might we re-imagine the future of HE and the post-coronial university? This article reflects on utopian and dystopian imaginaries which have emerged from the pandemic by narrating the hopes and fears for the future as held and felt by students and academics at the Faculty of Education at Cambridge University. My podcast "Cambridge Quaranchats" forms part of the methodology of this project: set up as an affective, collaborative and open access audio journal, I have used podcasting since the beginning of the UK lockdown to publicly document the crisis of COVID-19 and its impact on Cambridge's academic community. Podcast conversations were used in private research interviews with students and academics to sonically elicit further reflections on new horizons of the possible for the post-coronial university. The resulting data reveal that in the shift to online learning, the most prominent fears connect to the loss of education as an embodied and communal experience. A fully online university is consistently described as a dystopian outcome of the pandemic, yet moving some educational activities online may lead to increased accessibility and participation in HE. The post-coronial university will need to develop a blended approach to education that safely and flexibly combines virtual with face-to-face teaching in order to inclusively accommodate the diverse needs of students, whilst retaining a sense of embodiment and community in HE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01