Collaboration, Risk, and Pedagogies of Care: Looking to a Postpandemic Future

Teaching through the COVID-19 pandemic has been a catalyst for many important, and often long overdue conversations in education and, hopefully, longstanding changes in how we design classrooms for meaningful, connected, and innovative learning. In May 2020, Dr. Molly Buckley-Marudas and Dr. Shelley Rose, Associate Professors at Cleveland State University, founded the Cleveland Teaching Collaborative (CTC). This interdisciplinary group of instructors and instructional support professionals from Pre-Kindergarten to Higher Education emerged as a critical rehearsal space for the future. Through case studies of teaching, monthly discussions, and curation of resources, members of Cleveland Teaching Collaborative have developed a collection of pandemic pedagogies that serve as a rehearsal for the future. This article articulates three main areas of pandemic pedagogy and our vision for critical changes in education: cross-collaboration that honors distributed expertise, prioritization of people that enacts pedagogies of care, and risk-taking that sets the stage for the #postpandemicteacher.