ABSTRACT

The COVID-19 pandemic amplified existing inequities in higher education. This paper documents the stories of four precariously employed communication instructors in their transition to emergency remote teaching in March 2020. Through collaborative autoethnography, the instructors share their stories of reliance and compliance within the gig academy, using their support networks to foster resilience and create points of resistance. In the Spring 2020 semester, we experienced the same storm but with different nightmares. Technological frustrations, mental health concerns, accent barriers, financial stresses, care work, and illness were pushed to the background while we dealt with suddenly teaching online during the pandemic. The relentless uncertainty about job security hanging overhead persists. From our subaltern counterpublic, we posit a resistance to the gig academy. We urge departmental leadership to use this paper to inform policy making and practice and for other contingent instructors to expose their stories in scholarship.

摘要

COVID-19 大流行加剧了高等教育中现有的不平等现象。本文记录了四名就业不稳定的通信讲师在 2020 年 3 月过渡到紧急远程教学过程中的故事。的阻力。2020年春季学期，我们经历了同样的风暴，却有着不同的噩梦。当我们在大流行期间突然处理在线教学时，技术挫折、心理健康问题、口音障碍、经济压力、护理工作和疾病被推到了后台。悬而未决的工作保障的持续不确定性依然存在。从我们的底层反公众，我们对零工学院提出了抵制。我们敦促部门领导使用这篇论文为政策制定和实践提供信息，并敦促其他特遣队教师在奖学金中展示他们的故事。