Intersubjective Teaching in a Dislocated World
Breakthrough: From Pandemic Panic to Promising Practice
Educational change, COVID-19 Pandemic
For teacher educators, one of the strange consequences of the pandemic was that often new teachers were given the task of taking on their new profession completing their coursework in online classes or through asynchronous modules. At those critical moments when these new teachers were asked to reflect, to think through their biggest challenges, and to make sense of the inequities rampant in education, the reflections were also curiously flat, empty of the usual emotion and depth that characterizes the work of teaching. In this chapter, I explore what is lost when our communication and pedagogy is mediated by digital signals, choppy video connections, and private platforms, rather than by human connections. Using Bruner's theory of intersubjectivity, I discuss ideas for how to combat a world with so many dislocations by creating routes for people to briefly share each others mental states with the end of building cultures of trust and respect.
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Narayanan, M. (2023). “Intersubjective Teaching in a Dislocated World.” In McCarther, S. M. & Davis, D.M. (Eds.), Breakthrough: From Pandemic Panic to Promising Practice (pp. 13-22). Information Age Publishing.