Acknowledging Emotive Response and Epistemic Positionality: Disruptive Transformative Pedagogy Amidst a Global Pandemic’

Authors

  • Ian Corrie University of Cumbria United Kingdom
  • Catherine Hayes Professor
  • Ed Cunliff Professor

Abstract

In the dynamic and iteratively changing landscape of global Higher Education, processes of   learning, teaching and professional practice have been irrevocably impacted upon by the COVID-19 virus. This brief paper explores how the concept of emotive response generally and emotional labour specifically, have impacted on the context of Higher Education Institutions globally and the implications of this in practice based educational settings.  Wider civic society will bear the burden of this pandemic via processes of economic restraint for a generation, yet transformative perspectives have great significance to both how people’s capacity to reflect and make meaning of current times will continue to drive a proactive and reflexive response to the challenges and opportunities it provides. Mezirow’s, now seminal, Transformative Learning Theory (2009), and the Hayes and Corrie (2020) Disruptive Pedagogical Approach to facilitating learning provide the baseline theoretical frameworks for this conceptual discussion.

Author Biographies

Ian Corrie, University of Cumbria United Kingdom

Principal Lecturer in Nurshing Health and Professional Practice

Catherine Hayes, Professor

I am incredibly proud to have been awarded one of the first Professorships of Professional Practice in Learning and Teaching, here at the University of Sunderland, in 2019. I work, with regard to this personal Chair, as Professor of Health Professions Pedagogy and Scholarship in our Faculty of Health Sciences and Wellbeing. I am qualified in podiatry and was a Founding Fellow of the Faculty of Podiatric Medicine (Royal College of Physicians and Surgeons, Glasgow) in 2012 following the award of Fellowship of the College of Podiatry and General Practice (London) in 2010. I undertake pedagogic research, evaluation and now  predominantly supervise doctoral students alongside leading and teaching across modules of the institution's taught doctoral pathways.

Ed Cunliff, Professor

Philosophical Grounding - In my field of adult and higher education, I draw on many sources and those continue to expand and contract and morph. There are five core sources that continue to shape my understanding of and my philosophy of education: adult learning theory, transformative learning, radical educational theory, Bloom’s taxonomy, and currently MBE (mind – brain – education) or neuroscience.

 

From adult learning I take the idea that adults want to be involved, are motivated intrinsically, and bring great information and skills to the circle. I deviate from many traditionalists in adult education in that I hold profound respect for the value and importance of experience of youth as well. This valuing youth has taken me down a path where I find myself completely re-thinking adult education principles and thinking more in terms of respecting individuals rather than distinguishing between adults and youth. Still in process on this.

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Published

2021-07-20

Issue

Vol. 8 No. 1 (2021): Special Issue: Disrupted Learning Amid the Pandemic

Section

Special Issue Essays

License

Copyright (c) 2021 Ian Corrie, Catherine, Ed

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