ABSTRACT

This study focuses on one particular attribute of critical pedagogy, which is engaging with the lived experiences of students. The aim was to examine how students experienced writing about their immediate realities under emergency remote teaching and learning conditions. Students were asked to write about what they had learnt as a result of being impacted by the Covid-19 pandemic. Then, they were invited to post these stories on an online platform. Four themes emerged from students’ reflections on writing about this experience. First, they felt that writing was purposeful and that they were writing for a larger audience. Second, because time and space for critical reflection was provided, some level of renewed dispositions towards the self and others was experienced. Third, writing became an emotionally charged process. Finally, numerous students reflected that writing about something so personal and being encouraged to share their experiences on a public online platform brought about a sense of discomfort. Hence, teachers who want to engage with critical pedagogy under “emergency” conditions may need to recontextualise their practice to suit the present needs and realities of students.

摘要

这项研究的重点是批判教育学的一个特殊属性，即与学生的生活经历相结合。目的是检查学生在紧急远程教学条件下如何体验写作他们的直接现实。学生们被要求写下他们因受到 Covid-19 大流行的影响而学到的东西。然后，他们被邀请将这些故事发布到在线平台上。学生们在写这段经历时的反思中出现了四个主题。首先，他们觉得写作是有目的的，而且他们是为更多的读者写作。其次，由于提供了批判性反思的时间和空间，因此体验到了对自我和他人的某种程度的更新态度。第三，写作成为一个充满情感的过程。最后，许多学生反映，写一些如此个人的事情并被鼓励在公共在线平台上分享他们的经历会带来一种不舒服的感觉。因此，想要在“紧急”情况下进行批判性教学的教师可能需要重新调整他们的实践，以适应学生当前的需求和现实。