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This reflexive essay offers an uncensored narrative and delves deep into the life of one MSW student during the Covid-19 pandemic. Five themes were uncovered through intense reflexive based practices and these included parenting and food insecurity, silencing of the voice, grieving the practicum placement, the white gaze and a reduced empathetic capacity. Ultimately, meaning making is achieved through unsettling the concept of the self, identifying and exposing vulnerability and deflowering the power dynamics operating within Canada.This article presents a reflection of how processes to reconcile work-life balance among academic mothers have changed during COVID-19. We present three autobiographical narratives that explore adapting and adjusting to research and teaching during remote work, confinement, and caring for one's children. Intertwined in these narratives are themes of disruptions, responsibilities, and discoveries through these processes to adapt to COVID-19 and ongoing social and political crises.This is a reflexive essay that documents my experience of being a social work educator and early career researcher on a precarious contract in a university in the Republic of Ireland during the COVID-19 global pandemic. At the time of writing and during the different phases of the pandemic that have come to pass so far, I have been employed as a coordinator and lecturer on a Bachelor of Social Work (BSW) programme, while also teaching on and contributing to a number of other programmes at both undergraduate and postgraduate level. Like educators the world over, I was thrust into a space where teaching, overnight, migrated online. Like many others also, I experience this as someone with little job security, who has moved from one contract to another and who has no certainty as to what the future will bring in respect to ongoing employment. At the same time, I am keenly conscious that our students, from our first years who just started out to our fourth years on the cusp of graduation, are also reckoning with enhanced precarity and uncertainty. I aim to unpack the implications of this over the course of this essay by drawing on my recent lived experiences. In respect to method, I began documenting my experiences from the day the university closed through contemporaneous notetaking in a research journal. I also began to archive central university correspondence relating to the pandemic. I draw on these notes and materials here. While the purpose here is to offer a narrative that is not over-theorised, I do attempt to link my experiences to wider social, cultural, and political understandings so that what is presented can be described as autoethnography.The global lockdown due to COVID-19 is a major concern as all higher educational institutions face disruption in teaching, learning and assessment. Social work educators in Malaysia's higher educational institutions are not spared of this disruption. Conventional teaching methods are now being replaced by non-conventional modes of teaching, which include online teaching and assessment using various platforms such as Zoom, WebEx and others. In embarking on online methods of teaching, social work educators will have to undergo many changes. It is particularly so as social work has a practice component that involves field training, which will be a different challenge to educators and students in this new and unexpected environment. This paper aims to discuss the implications of COVID-19 on the changes that have taken place in social work teaching and learning in Malaysia and potential responses.This essay is a reflexive account of my experience of teaching a social justice course during the pandemic. Specifically, I reflect on how centering a pedagogy of care within the course provided a framework for me to be responsive to student needs while also disrupting dominant culture and neoliberal forces in academia. In particular, I highlight sharing power and co-creating meaning, community care, and use of creativity and mindfulness as disruptions to dominant paradigms that I employed in my class that were impactful in the context of the pandemic. I also reflect on how this pedagogical praxis of care has been an instructive and anchoring experience for me as an educator and will impact my teaching going forward.It took a global pandemic for me to recognize how my social work teaching was an act of feminist praxis. I have long identified as a feminist and regularly engage efforts to advance equity for women, primarily centered on the abolition of prisons which disproportionately incarcerate Indigenous and Black women in Canada. Surprisingly, I have never considered how my feminism shows up in my teaching. The following reflexive essay explores the ways in which the feminist principles of centring emotions, rejecting patriarchal hierarchy, and challenging white feminism were embedded into the development and delivery of a graduate level social work research course that was rapidly adapted to being taught online during a global public health crisis. It ends with a call to action for social work educators to incorporate feminist principles into their pedagogies, not only in times of crisis, but as standard practice.Covid-19 presented an existential and ontological threat to a Black professor of Social Work at a liberal arts college in Canada. This paper is a reflective account of the tremendous shift in gear regarding his pedagogy and vulnerabilities and their implication for social work education and the resilience of his students.As the number of patients infected with the 2019 novel coronavirus disease (nCOVID-19) increases, the number of deaths has also been increasing. click here According to World Health Organization (WHO), as of 4 October 2020, 34,804,348 cases had tested positive for nCOVID-19 globally, which among them, 1,030,738 confirmed deaths had occurred, equivalent to a case-fatality rate of 2.96%. However, in comparison with global statistics, the incidence and mortality of the nCOVID-19 infection are higher in Iran. As reported by the National Committee on COVID-19 Epidemiology of Ministry of Health of Iran, the total number of patients with confirmed COVID-19 infection has reached 468,119, of which 26,746 have died, equivalent to a case-fatality rate of 5.71%. Currently, there is solid evidence that older adults are at a higher risk of severe disease following infection from COVID-19.
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