The Pandemic Classroom and Supportive Relationships: Antidote to Neoliberalism in Higher Education? 2023 Hans O. Mauksch Address for Distinguished Contributions to Undergraduate Teaching

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  • Author(s): Mary Scheuer Senter
  • Language:
    English
  • Source:
    Teaching Sociology. 2024 52(3):191-205.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Sociology; Neoliberalism; Higher Education; COVID-19; Pandemics; College Students; College Faculty; Teacher Role; Student Needs; Caring; Teacher Student Relationship; Teacher Attitudes; Student Attitudes
    • Accession Number:
      10.1177/0092055X241256488
    • ISSN:
      0092-055X
      1939-862X
    • Abstract:
      Research reviewed here reinforces earlier findings about the importance to higher education students of having supportive faculty. A 2022 faculty survey at a public Midwestern university demonstrates faculty awareness of student struggles during the pandemic coupled with a changing, more flexible and caring pedagogy to address student needs. Qualitative interviews in 2023 with students in the "pandemic cohort" suggest a desire for classrooms and student-faculty relationships that are at odds with the bureaucratic model of impersonality, rules and regulations, specialization, and a hierarchy of authority. What may be emerging from the pandemic is a kind of antidote to neoliberalism with an other-regarding rather than individualistic focus and a desire for connection rather than competition. Recommendations, implied by these data, for building these classrooms and supportive relationships and a discussion of the downsides of the "new normal" are presented.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1432884