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ABSTRACT
This paper focuses on the making of teachers as educational subjects within a specific socio-historical context. It attempts to create a critical ontology of teacher identity, as highlighted by pedagogical discourses during the initial stages of the Coronavirus Pandemic in Hawaiʻi and the subsequent school shut down during the 2020 Spring semester. Through autoethnographic practitioner inquiry, I analyse the relationship between education and the state, the historical and contemporary discourses at play, and the tensions of teacher agency in (re)shaping teacher identities. The paper analyses educational continuities and discontinuities in Pandemic discourses, specific to my context but resonant with national trends within the United States. These include the affective governance of responsibilisation, the amplification of inequalities, the shifting perception of the teaching profession, the proliferation of divergent pedagogical discourses and technologies, and increased teacher agency in (re)making their own identities, roles, and responsibilities within the ambiguity of the socio-historical context.
Acknowledgments
Mahalo to Professors Hannah Tavares and Alex Means for helping me to craft the ideas in this essay and pushing me to publish. Mahalo to Professor Nicole Reyes for her methodological guidance. Special thanks also to Rebekah Tillotson for all of her help across the pond, to my mother, and to my colleagues for being willing data sources and my support system throughout this Pandemic.
Disclosure statement
No conflicts of interest to disclose.
Notes
1. All internal documents (including also: Covid-19 HS Plan, Teacher Plan, Campus Leadership and CEO updates) can be supplied. Please contact the author.