The decision by the electorate of the United Kingdom (UK) in June 2016 marked the first time in its history that a member state of the European Union (EU) voted to leave. For the EU, its story is no longer primarily one of cooperation and integration but also of disintegration. For the UK, implementing Brexit has thrown its economic, geopolitical and territorial models into question in an unprecedented way. From the moment of the referendum result it was clear it was no longer going to be business as usual for scholars and teachers of the EU in the UK. Drawing on an action research approach, this article explores how the referendum result affected what and how this educator teaches the EU at a time of uncertainty and change for the UK. This is best encapsulated in the idea of responsiveness. This included responding to students’ desires to broaden and deepen what they study as they try to make sense of myriad complex and continuously changing political events in an age of the internet and social media, as well as navigating new social dynamics that have emerged in the classroom at a time when the politics of identity is increasingly salient.

中文翻译：

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在英国脱欧中教授欧盟：不确定和变化时期的响应式教学

英国（UK）选民于 2016 年 6 月做出的​​决定标志着欧盟（EU）成员国在其历史上首次投票退出。对于欧盟来说，它的故事不再主要是合作和一体化，而是解体。对英国而言，实施英国退欧以前所未有的方式对其经济、地缘政治和领土模式提出质疑。从公投结果的那一刻起，很明显，英国的欧盟学者和教师将不再像往常一样工作。本文采用行动研究方法，探讨了公投结果如何影响这位教育家在英国充满不确定性和变化的时期教授欧盟的内容和方式。这最好封装在响应性的概念中。