Teaching With/As/Of/For/In A Machine: S-STEP and the Vulnerability of Digital Spaces

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies Within Higher Education: Faculty Development, Online Teaching, and Instructional Delivery (Table 3)

Abstract

Researching the self as teachers/educators offers unique opportunities for remedy and repair that propels healing, engagement, and a sense of urgency to envision a just educational renewal. Through Self-Studies of Teacher Education Practice (S-STEP) methodologies, the authors in this collaborative paper share S-STEP projects that sought to explain the emotional labor, the signs of resistance, and the vulnerability experienced of online teaching in pandemic and “post” pandemic times. While navigating institutional spaces that oftentimes operate within a machine that perpetuates wrongs in education, researchers show genuine efforts to identify an ongoing self-study praxis that guides their teaching towards unveiling injustice, resisting marginal educational spaces, and affirming teacher practices that aim to contribute afresh assemblage of ideas for equitable educational spaces.

Authors

• Magdalena Vazquez Dathe, University of New Mexico

• Mary F. Rice, University of New Mexico

• Lou Ellis Brassington, University of New Mexico

• Mark M. Diacopoulos, Pittsburg State University

• Megan E. Lynch, Boise State University

• Tamara Shattuck, Western New England University