On in-ness: What Cégep teaching keeps teaching me
Keywords:pandemic, cegep, pedagogy, inclusive classroom, online teaching
A first-person essay on the ways that Cégep teaching is different from teaching at a university. The reflection explores how belonging — an "in-ness" — is enacted within a creative arts department by focusing on various experiences from being hired to navigating teaching online during the pandemic. By doing so, the author recognizes how they come to understand and promulgate belonging in the classroom.
Ahmed, S. (2021, September 2). In dialogue, a letter to Lauren. feministkilljoys. Retrieved January 10, 2022, from https://feministkilljoys.com/2021/08/31/in-dialogue-a-letter-to-lauren/
Ahmed, S. (2006). Queer Phenomenology: Orientations, Objects, Others. Duke University Press.
Bowering, E., & Reed, M. (2021). Achieving academic promotion: The role of work environment, role conflict, and life balance. Canadian Journal of Higher Education, 51(4), 1–25. https://doi.org/10.47678/cjhe.v51i4.188917
Côté, F. (2015). Common competencies at the college level: from theory to practice. Pédagogie collégiale Vol. 25, no 2, winter 2012.
Massumi, B. (2010). On Critique. Inflexions 4, 337–340. Retrieved January 10, 2022, from http://www.inflexions.org/n4_Brian-Massumi-on-Critique.pdf
How to Cite
Copyright (c) 2023 McGill Journal of Education / Revue des sciences de l'éducation de McGill
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those wishing to reproduce all or part of any material published on this website are asked to email email@example.com for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from firstname.lastname@example.org