Pandemic as Portal: Disrupting the Violence of Epistemicide in Teacher Education

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Agency and Resistance for Reimagining Learning Across Different Contexts (Table 3)

Abstract

Contrary to conventional views, I argue that worthwhile learning, particularly counterhegemonic knowledge production, did happen in online spaces. Despite discourses describing the shift to online education a catastrophe, I show that meaningful learning did occur. For students, from historically marginalized groups, online learning made visible and accessible new vantage points for critique of the status quo. While still attached in some ways to the routines of the university classroom, these spaces freed students from the epistemological constraints of the traditional classroom. In short, the shift to online learning created a space for students to engage in epistemic disobedience by transgressing what counts as valid or official knowledge (Mignolo, 2011).

Author

• Ramon Vasquez, University of Minnesota
  Presenting Author