Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class
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...
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| Format: | Article |
| Language: | English |
| Published: |
Routledge
2021
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| Online Access: | http://psasir.upm.edu.my/id/eprint/96797/ http://psasir.upm.edu.my/id/eprint/96797/1/ABSTRACT.pdf |
| _version_ | 1848862446519844864 |
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| author | Joseph Jeyaraj, Joanna |
| author_facet | Joseph Jeyaraj, Joanna |
| author_sort | Joseph Jeyaraj, Joanna |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-15T13:17:09Z |
| format | Article |
| id | upm-96797 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T13:17:09Z |
| publishDate | 2021 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-967972022-12-01T03:57:40Z http://psasir.upm.edu.my/id/eprint/96797/ Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class Joseph Jeyaraj, Joanna 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. Routledge 2021 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/96797/1/ABSTRACT.pdf Joseph Jeyaraj, Joanna (2021) Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class. Asia Pacific Journal of Education. pp. 1-13. ISSN 0218-8791; ESSN: 1742-6855 https://www.tandfonline.com/doi/abs/10.1080/02188791.2021.1941756 10.1080/02188791.2021.1941756 |
| spellingShingle | Joseph Jeyaraj, Joanna Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class |
| title | Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class |
| title_full | Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class |
| title_fullStr | Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class |
| title_full_unstemmed | Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class |
| title_short | Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class |
| title_sort | drawing on students’ lived experiences in emergency remote teaching (ert): reflections from a critical pedagogy inspired writing class |
| url | http://psasir.upm.edu.my/id/eprint/96797/ http://psasir.upm.edu.my/id/eprint/96797/ http://psasir.upm.edu.my/id/eprint/96797/ http://psasir.upm.edu.my/id/eprint/96797/1/ABSTRACT.pdf |