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Irish Educational Studies Volume 40, 2021 - Issue 2: COVID-19 and Education: Positioning the Pandemic; Facing the Future. Guest Editors: Tony Hall, Delma Byrne, Audrey Bryan, Karl Kitching, Déirdre Ní Chróinín, Catriona O'Toole and Joan Addley
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Articles

‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic

Kalpana Shankara School of Information and Communication Studies, UCD Centre for Digital Policy, University College Dublin, Dublin, IrelandCorrespondence[email protected]
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,
Dean Phelanb Department of Geography, Maynooth University, Maynooth, IrelandView further author information
,
Venkata Ratnadeep Suric Indraprastha Institute of Information Technology, New Delhi, IndiaView further author information
,
Richard Watermeyerd Higher Education and Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Bristol, UKView further author information
,
Cathryn Knighte School of Education, Swansea University, Swansea, UKView further author information
&
Tom Crickf Digital Education and Policy, the School of Education (Faculty of Humanities & Social Sciences), the Computational Foundry (Faculty of Science & Engineering) and the Faculty of Health & Life Sciences, Swansea University, Swansea, UKView further author information
Pages 169-175 | Received 12 Feb 2021, Accepted 13 May 2021, Published online: 31 May 2021

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Michiko Weinmann, Rod Neilsen & Carolina Cabezas Benalcázar. (2024) Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times. Language Awareness 33:2, pages 347-364.
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J. Zike & Sam Illingworth. (2023) ‘I have struggled’: how individual identities impacted staff working experiences in higher education during COVID-19. Perspectives: Policy and Practice in Higher Education 0:0, pages 1-11.
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Fiona McGaughey, Richard Watermeyer, Kalpana Shankar, Venkata Ratnadeep Suri, Cathryn Knight, Tom Crick, Joanne Hardman, Dean Phelan & Roger Chung. (2022) ‘This can’t be the new norm’: academics’ perspectives on the COVID-19 crisis for the Australian university sector. Higher Education Research & Development 41:7, pages 2231-2246.
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Ann-Marie Young, Melanie Ní Dhuinn, Eamonn Mitchell, Neil Ó Conaill & Julie Uí Choistealbha. (2022) Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities. Journal of Education for Teaching 48:4, pages 459-474.
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Richard Watermeyer, Tom Crick & Cathryn Knight. (2022) Digital disruption in the time of COVID-19: learning technologists’ accounts of institutional barriers to online learning, teaching and assessment in UK universities. International Journal for Academic Development 27:2, pages 148-162.
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Gavin Murphy & Melanie Ní Dhuinn. (2022) The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity. Frontiers in Education 7.
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