Disaster Pedagogy for Higher Education

Research, Criticism, and Reflection

Häftad, Engelska, 2022

Av Victor Malo-Juvera, Nicholas C. Laudadio

439 kr

Beställningsvara. Skickas inom 5-8 vardagar

Fri frakt för medlemmar vid köp för minst 249 kr.

Disaster Pedagogy for Higher Education serves as an all-purpose, contextually grounded, and multi-modal introduction to teaching in higher education during times of crisis and disaster. The text covers a wide variety of topics such as classroom pedagogy, emergency management, and study abroad, from a variety of contributors including professors, administrators, adjunct faculty, and students. It is organized into the three sections: Research and Criticism, which contains three essays that highlight original research and scholarly critique of topics related to higher education during disaster; Explorations and Examinations, consisting of five essays that focus on best practices of a specific aspect of higher education during disaster; and Personal and Professional Reflections, made up of six essays that provide a more personal look into how disasters have impacted faculty, administration, and students in the academy.

Produktinformation

Utgivningsdatum2022-05-15
Mått155 x 220 x 17 mm
Vikt336 g
FormatHäftad
SpråkEngelska
Antal sidor220
FörlagBloomsbury Publishing Plc
ISBN9781475859409

Tillhör följande kategorier

Victor Malo-Juvera is Professor of English Education at the University of North Carolina Wilmington where he teaches courses in writing for secondary teachers, young adult literature, and mythology. His research focuses on young adult literature and culturally responsive instruction. Nicholas Laudadio is Associate Professor of English at the University of North Carolina Wilmington where he teaches classes in science fiction, horror, popular culture, and literary and critical theory. His research explores the cultural history of music and musical instruments with a particular focus on electronic music and science fiction in the 20th century.

INTRODUCTIONNicholas Laudadio and Victor Malo-JuveraResearch and Criticism CHAPTER 1Give Me Liberty or Give Me a Mask: Pandemic Anti-Masking as Anti-Science DiscourseAddie SayersCHAPTER 2Education in Times of Crises: The Ontological Imperative in Considering the Role of Technology Adoption in Remote Educational Settings Hannah R. Gerber CHAPTER 3From Meteorological Uncertainty to Missing Muffins: How University Emergency Managers Manage Uncertainty as a Hurricane Response Strategy Ian R. WeaverExplorations and ExaminationsCHAPTER 4 Nimble Pedagogies for A Liquid Time: Disruption, Accommodation, Collaboration, Reinvention, and Compromise Diana Ashe and Colleen ReillyCHAPTER 5Studying Abroad During a Time of Disaster: An Exploration of Pitfalls, Pivots, and Possibilities for the FutureKara Pike Inman, Nicole Desjardins Gowdy, and Jason KinnearCHAPTER 6Thinking Through Disasters: Critical Analysis and Research in College Composition CoursesMelissa Sexton CHAPTER 7How Do You Learn to Teach When You Can’t Go to School? Teaching Teachers in the Age of Virtual Living Alice Hays, Jouselin Martin, Alexandra Chapa-Kunz, and Wade Branch CHAPTER 8Trauma and Its Lasting Effects after School Shootings; Psychological Considerations for Faculty, Staff, and StudentsAnka RobertoPersonal & Professional ReflectionsCHAPTER 9Chairing in the Pandemicene: Coronavirus, George Floyd, and the Year of Living DangerouslyTiffany GilbertCHAPTER 10New Literacies, Empathy and Advocacy - Reconstructing a Pedagogy in Pandemic TimesSuriati Abas CHAPTER 11In a Crisis, Stories Need to be Heard—Changing the Digital Landscape to Include Narratives Kevin D. Cordi CHAPTER 12Community is Always the Answer: Columbus State Community College, Compassion, and Care Barbara AllenCHAPTER 13Holdfast: An Education in Disaster Andy Tolhurst CHAPTER 14A Resident Assistant’s Reflections on the Pandemic Kayli ChildsABOUT THE EDITORS ABOUT THE CONTRIBUTORS INDEX

Disaster Pedagogy for Higher Education is a must-read for improved understanding of the multi-dimensional, reverberating impact of natural and manufactured disasters. While intended for those who teach, learn and support in post-secondary settings, the revelatory honesty of the authors regarding lessons learned about self, others, the environment, resource needs, survivorship, and resilience is adaptable to life-altering emergencies in other settings. Leveraging academic content, personal narrative, relevant research and literature, accommodative and innovative pedagogies, and equitable care, the authors’ weaving of competing real-world variables demonstrates the need for intentionality in resolving any disruptive event and proactive responsiveness to its ongoing impact on self, others and our world. I consider Disaster Pedagogy a critical reference for any future emergency management effort I undertake.