This essay focuses on the use of inquiry and counter-witnessing as a means of understanding our teaching identities, vulnerability, and productivity in the era of COVID-19. Based on our experiences as teacher educators at three separate institutions of higher education, we have come to value counter-telling and validating. As we share in this essay, working in COVID-19 has taught us, once again, that we must find, and model, courage and self-acceptance. In our teaching and administrative roles, we – along with other educators – can learn to speak our truths and experiences bravely. We hope that in so doing, others will follow suit. We also become empowered to reflect on our identities, vulnerability, and productivity. After all, when others “tell us more,” we become emboldened to counter-witness, making space for everyone’s story.
Hamilton, Erica R.; Van Duinen, Deborah Vriend; and Rumohr, Gretchen
"Inquiry and Counter-Witnessing in COVID-19,"
Michigan Reading Journal: Vol. 53:
1, Article 13.
Available at: https://scholarworks.gvsu.edu/mrj/vol53/iss1/13