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<p>In the aftermath of the Covid-19, campus building closures and campus service reductions brought hope that universities simply needed to return to in-person learning and all would be well. Instead, students and faculty continue to grapple with instructional modalities that are fully or partially online, perceptions of the convenience of these modalities, and the power structures that claim values of care and relationality to achieve <i>quality</i> university instruction while relying on the materialization of bodies—a classic feminist concern. In this inquiry, framed as assay, I demonstrate emotional laborings as they entangle with power and care when faced with the pressure to offer classes in hyflex formats, particularly when classes are not officially designated to be so. Insights from this assay demonstrate a postdigital feminist entanglement between humans and (non)humans in trying to meet institutional goals while exposing fissures in the academy’s ability to understand and address pedagogical dilemmas.</p>

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From Power To Care: Entangled Affective Laborings in Higher Education Course Modality Making

  • 期刊论文

  • 发表日期：

    2026年1月14日

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  • Mary Rice

摘要

In the aftermath of the Covid-19, campus building closures and campus service reductions brought hope that universities simply needed to return to in-person learning and all would be well. Instead, students and faculty continue to grapple with instructional modalities that are fully or partially online, perceptions of the convenience of these modalities, and the power structures that claim values of care and relationality to achieve quality university instruction while relying on the materialization of bodies—a classic feminist concern. In this inquiry, framed as assay, I demonstrate emotional laborings as they entangle with power and care when faced with the pressure to offer classes in hyflex formats, particularly when classes are not officially designated to be so. Insights from this assay demonstrate a postdigital feminist entanglement between humans and (non)humans in trying to meet institutional goals while exposing fissures in the academy’s ability to understand and address pedagogical dilemmas.