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Editor’s Introduction

Editor’s Introduction DEVIKA CHAWLA A Final Introduction The fall 2021 semester has commenced on most US university campuses. It is the second autumn school term amidst the COVID-19 pandemic, and for many of us, the first in-person semester in 18 months. A few weeks ago, I entered the physical classroom with great trepidation. Had I forgotten how to be a professor? Had I forgotten how to lecture in a physical space, how to pace myself, how to make small talk, how to gauge the body language of students and the atmosphere of the class, and how to get students to engage with one other or with me? Having taught semester after semester for 23 years—first as a graduate student and then as a professor—I’ve found that every week I am learning to meet the rhythms I have been practicing over the years. This process of re-learning and re-membering is hardly smooth. It is riddled with awkward moments, lengthy silences, gestures misread, tones misheard, and accents misunderstood. Our students, who are our audi- ence/co-participants, are also learning anew how to be students in a physical space. They are trying to remember how to learn in-person. How to interact with their peers and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Departures in Critical Qualitative Research University of California Press

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Publisher
University of California Press
Copyright
© 2021 by The Regents of the University of California
ISSN
2333-9489
eISSN
2333-9497
DOI
10.1525/dcqr.2021.10.4.1
Publisher site
See Article on Publisher Site

Abstract

DEVIKA CHAWLA A Final Introduction The fall 2021 semester has commenced on most US university campuses. It is the second autumn school term amidst the COVID-19 pandemic, and for many of us, the first in-person semester in 18 months. A few weeks ago, I entered the physical classroom with great trepidation. Had I forgotten how to be a professor? Had I forgotten how to lecture in a physical space, how to pace myself, how to make small talk, how to gauge the body language of students and the atmosphere of the class, and how to get students to engage with one other or with me? Having taught semester after semester for 23 years—first as a graduate student and then as a professor—I’ve found that every week I am learning to meet the rhythms I have been practicing over the years. This process of re-learning and re-membering is hardly smooth. It is riddled with awkward moments, lengthy silences, gestures misread, tones misheard, and accents misunderstood. Our students, who are our audi- ence/co-participants, are also learning anew how to be students in a physical space. They are trying to remember how to learn in-person. How to interact with their peers and

Journal

Departures in Critical Qualitative ResearchUniversity of California Press

Published: Dec 1, 2021

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