[New publication] In this co-authored paper, six education researchers used collective autobiographical reflexivity to reimagine citizenship education amidst the COVID-19 crisis.
Co-written with five other colleagues, this paper documents our insights concerning the question, ‘How can citizenship education be reimagined such that it ameliorates the adverse effects of the COVID-19 pandemic?' This study was the fruit of a a reading group that met fortnightly between May 2020 and July 2020. We used a collective autobiographical approach to compile our personal reflections about the way the pandemic was playing out in our locations and countries of origin: China, South Korea, the Philippines, the United States, Nepal and the United Kingdom. Each of us wrote independent reflections about our personal experiences of the pandemic, and then brought these reflections into dialogue with the other members of the group, shaping the direction of the reading group and the texts that were read, and also influencing succeeding reflections written by the other members. Through this dialogical approach, we arrived at the conclusion that the concept of active and compassionate citizenship could be a helpful frame for reimagining citizenship education in light of the pandemic.
Published in Perspectives in Education. The full paper can be viewed here (open access).