Courageous and compassionate teaching: international reflections on our responses to teaching geography during the pandemic

References

• Arai, S. M., & Tepylo, H. (2016). Compassionate pedagogy for reflexive community practices. In E. Sharpe, H. Mair, & F. Yuen (Eds.), Community development: Applications for leisure, sport and tourism (pp. 143–154). Venture Publishing.
   Google Scholar
• Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. M. Landreman (Ed.), The art of effective facilitation (pp. 135–150). Stylus Publishing.
   Google Scholar
• Askins, K., & Pain, R. (2011). Contact zones: Participation, materiality, and the messiness of interaction. Environment and Planning D: Society and Space, 29(5), 803–821. https://doi.org/10.1068/d11109
   Web of Science ®Google Scholar
• Bartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., Matzat, U., Monica Moreno, M., Polly, P., Tai, J., Marsh, H. L., Lin, L., Burgess, J.-L., Habtu, S., Rodrigo, M. M. M., Roth, M., Heap, T., & Guppy, N. (2022). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review, 74(3), 517–533. https://doi.org/10.1080/00131911.2021.1955830
   Web of Science ®Google Scholar
• Berg, M., & Seeber, B. K. (2016). The slow Professor: Challenging the culture of Speed in the academy. University of Toronto Press.
   Google Scholar
• Blazek, M., & Stenning, A. (2022). Neoliberal subjectivities and the teaching and learning of emotional geographies. Journal of Geography in Higher Education, 1–18. https://doi.org/10.1080/03098265.2022.2041570
   Web of Science ®Google Scholar
• Bovill, C. (2020). Co-creating learning and teaching: Towards relational pedagogy in higher education. Critical publishing.
   Google Scholar
• Burke, K., Fanshawe, M., & Tualaulelei, E. (2021). We can’t always measure what matters: Revealing opportunities to enhance online student engagement through pedagogical care. Journal of Further and Higher Education, 46(3), 287–300. https://doi.org/10.1080/0309877X.2021.1909712
   Google Scholar
• Cook-Sather, A., & Alter, Z. (2011). What is and what can be: How a liminal position can change learning and teaching in higher education. Anthropology and Education Quarterly, 42(1), 37–53. https://doi.org/10.1111/j.1548-1492.2010.01109.x
   Web of Science ®Google Scholar
• Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3, 9–28. https://doi.org/10.37074/jalt.2020.3.1.7
   Google Scholar
• Dyer, S., Hill, J., & Walkington, H. (2020) Handbook for teaching and learning in geography: Foundations for the future. What Works for Teaching and Learning in HE GEES? Retrieved September 14, 2022 https://teachingfocusedgeesnetwork.wordpress.com/2020/07/27/handbook-for-teaching-and-learning-in-geography-foundations-for-the-future
   Google Scholar
• Dyer, S., Walkington, H., & Hill, J. (2020) Six Months On: What Does Compassionate and Courageous Pedagogy Look Like Now? What Works for Teaching and Learning in HE GEES? Retrieved September 14, 2022 https://teachingfocusedgeesnetwork.wordpress.com/2020/09/05/six-months-on-what-does-compassionate-and-courageous-pedagogy-look-like-now/
   Google Scholar
• Dyer, S., Walkington, H., Williams, R., Morton, K., & Wyse, S. (2016). Shifting landscapes: From coalface to quick sand? Teaching geography, Earth and Environmental Sciences in higher education. Area, 48(3), 308–316. https://doi.org/10.1111/area.12261
   Web of Science ®Google Scholar
• Felten, P., & Lambert, L. (2020). Relationship-rich education: How human connections drive success. Johns Hopkins.
   Google Scholar
• Gibbs, P. (Ed.). (2017). The pedagogy of compassion at the heart of higher education. Springer.
   Google Scholar
• Gilbert, T. (2016). Assess compassion in higher education? Why and how would we do that? LINK, 2(1), Available online at. https://www.herts.ac.uk/link/volume-2,-issue-1/assess-compassion-in-higher-education-how-and-why-would-we-do-that Retrieved 3, 2018
   Google Scholar
• Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., BuShell, S., & Ladda, S. (2021). Emergency online learning: College students’ perceptions during the COVID-19 crisis. College Student Journal, 55, 29–46. https://doi.org/10.2139/ssrn.3831526
   Google Scholar
• Gravett, K., Taylor, C. A., & Fairchild, N. (2021). Pedagogies of mattering: Re-conceptualising relational pedagogies in higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1989580
   Web of Science ®Google Scholar
• Guasco, A. (2022). On an ethic of not going there. The Geographical Journal, 188(3), 468–475. https://doi.org/10.1111/geoj.12462
   Web of Science ®Google Scholar
• Hartman, Y., & Darab, S. (2012). A call for slow scholarship: A case study on the intensification of academic life and its implications for pedagogy. Review of Education, Pedagogy, & Cultural Studies, 34(1–2), 49–60. https://doi.org/10.1080/10714413.2012.643740
   Google Scholar
• Hill, J., Thomas, G., Diaz, A., & Simm, D. (2016). Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education, 40(3), 375–393. https://doi.org/10.1080/03098265.2016.1144728
   Web of Science ®Google Scholar
• Hill, J., Walkington, H., & Dyer, S. (2019). Teaching, learning, and assessing in geography: Foundations for the future. In H. Walkington, J. Hill, & S. Dyer (Eds.), Handbook for teaching and learning in geography (pp. 474–484). Edward Elgar Publishing.
   Google Scholar
• Jazaieri, H. (2018). Compassionate education from preschool to graduate school: Bringing a culture of compassion into the classroom. Journal of Research in Innovative Teaching & Learning, 11(1), 22–66. https://doi.org/10.1108/JRIT-08-2017-0017
   Google Scholar
• Keeling, R. P. (2014). An ethic of care in higher education: Well-being and learning. Journal of College and Character, 15(3), 141–148. https://doi.org/10.1515/jcc-2014-0018
   Google Scholar
• Kinchin, I. (2022). Care as a threshold concept for teaching in the salutogenic university. Teaching in Higher Education, 27(2), 171–184. https://doi.org/10.1080/13562517.2019.1704726
   Google Scholar
• Kinchin, I. M., Alpay, E., Curtis, K., Franklin, J., Rivers, C., & Winstone, N. E. (2016). Charting the elements of pedagogic frailty. Educational Research, 58(1), 1–23. https://doi.org/10.1080/00131881.2015.1129115
   Web of Science ®Google Scholar
• Kinchin, I. M., & Francis, R. A. (2017). Mapping pedagogic frailty in geography education: A framed autoethnographic case study. Journal of Geography in Higher Education, 41(1), 56–74. https://doi.org/10.1080/03098265.2016.1241988
   Web of Science ®Google Scholar
• Lashley, C. (2015). Hospitality and hospitableness. Research in Hospitality Management, 5(1), 1–7. https://doi.org/10.1080/22243534.2015.11828322
   Google Scholar
• Leibowitz, B., & Bozalek, V. (2018). Towards a slow scholarship of teaching and learning in the south. Teaching in Higher Education, 23(8), 981–994. https://doi.org/10.1080/13562517.2018.1452730
   Web of Science ®Google Scholar
• Mehrotra, G. R. (2021). Centering a pedagogy of care in the pandemic. Qualitative Social Work, 20(1–2), 537–543. https://doi.org/10.1177/1473325020981079
   Web of Science ®Google Scholar
• Mezirow, J. (Ed.). (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.
   Google Scholar
• Moorhouse, B. L., & Tiet, M. C. (2021). Attempting to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19: A collaborative self-study. Studying Teacher Education, 17(2), 208–227. https://doi.org/10.1080/17425964.2021.1925644
   Web of Science ®Google Scholar
• Morris, J., & Feldman, D. (1996). The dimensions, antecedents, and consequences of emotional labour. The Academy of Management Review, 21(4), 986–1010. https://doi.org/10.2307/259161
   Web of Science ®Google Scholar
• Motta, S. C., & Bennett, A. (2018). Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education, 23(5), 631–646. https://doi.org/10.1080/13562517.2018.1465911
   Web of Science ®Google Scholar
• Nouwen, H. (1998). Reaching out: A special edition of the spiritual classic including beyond the mirror. Fount (an Imprint of Harper Collins).
   Google Scholar
• Nouwen, H. J. M. (1975). Reaching out: The three movements of the spiritual life. Doubleday.
   Google Scholar
• Oden, A. (Ed.). (2001). And you welcomed me: A sourcebook on hospitality in early Christianity. Abingdon.
   Google Scholar
• Quality Assurance Agency (QAA). (2022). Subject benchmark statement. Geography. The Quality Assurance Agency for Higher Education.
   Google Scholar
• Quintiliani, L., Sisto, A., Vicinanza, F., Curcio, G., & Tambone, V. (2021). Resilience and psychological impact on Italian university students during COVID-19 pandemic. Distance learning and health. Psychology, Health & Medicine, 1(1), 1–12. https://doi.org/10.1080/13548506.2021.1891266
   Google Scholar
• Rabin, C. (2021). Care ethics in online teaching. Studying Teacher Education, 17(1), 38–56. https://doi.org/10.1080/17425964.2021.1902801
   Web of Science ®Google Scholar
• Royal Geographical Society (with IBG). (2020) Council of Heads of Geography in UK Higher Education Institutions, Principles for Undergraduate Fieldwork, Version 1 (December 2020). Available online at: https://www.rgs.org/research/higher-education-resources/fieldprinciples Retrieved August 31, 2023
   Google Scholar
• Thomas, H. (2010). Learning spaces, learning environments and the dis‘placement’ of learning. British Journal of Educational Technology, 41(3), 502–511. https://doi.org/10.1111/j.1467-8535.2009.00974.x
   Web of Science ®Google Scholar
• Vandeyar, S. (2013). Teaching a class act of human compassion. Mediterranean Journal of Social Sciences, 5, 57–61. https://doi.org/10.5901/mjss.2014.v5n8p343
   Google Scholar
• Vandeyar, S. (2021). Educational transmogrification: From panicgogy to pedagogy of compassion. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1952568
   Web of Science ®Google Scholar
• Walkington, H., Hill, J., & Dyer, S. (2019). The handbook for teaching and learning in geography. Edward Elgar Publishing.
   Google Scholar
• Wallace, S., Schuler, M. S., Kaulback, M., Hunt, K., & Baker, M. (2021). Nursing student experiences of remote learning during the COVID-19 pandemic. Nursing Forum, 56(3), 612–618. https://doi.org/10.1111/nuf.12568
   PubMed Web of Science ®Google Scholar