Theory & Event

Abstract:

This paper offers a series of (auto)ethnographic reflections on COVID-19 and the ways it changes how we, as educators, practice, perform and inhabit the spaces of higher education. Using a phenomenological framework based on the concept of atmosphere, which constitutes an embodied relation in space, we explore pedagogical relations in our felt university classrooms and lectures theatres. We focus our shared attention on the unexpected and unplanned political possibilities and emotional opportunities that arise from teaching in (post) COVID atmospheres. Thinking atmospherically about pedagogy shows how the dislocating pandemic may open onto a felt politics of disruption and transgression.