Galloway Tracey, Bowra Andrea, Butsang Tenzin, Mashford-Pringle Angela
Department of Anthropology, University of Toronto Mississauga, Mississauga, ON Canada.
Waakebiness-Bryce Institute for Indigenous Health, Dalla Lana School of Public Health, University of Toronto, Toronto, ON Canada.
Int Rev Educ. 2020;66(5-6):817-832. doi: 10.1007/s11159-020-09876-5. Epub 2020 Nov 30.
As the COVID-19 crisis continues to develop, communities around the world find themselves living in new and uncertain times. School and university closures are significantly disrupting the lives of students, educators and researchers alike. With the sudden shift to online learning platforms, the limitations on research projects and the lack of standardised policies and procedures, many concerns arise surrounding the unequal impacts of this crisis. This article brings together diverse perspectives on the effects of COVID-19 on post-secondary life for students and scholars engaged in the field of Indigenous health research. The authors reflect on how this time has impacted them as a graduating student, incoming PhD student, junior faculty member and mid-career faculty member respectively. Their experiences of teaching and learning at a large, research-intensive university in Toronto, Canada have been profoundly transformed, and will continue to change the way they work, research and interact at the graduate level. Working with Indigenous communities and organisations requires relationship building, collaboration and ceremony. In these unprecedented times, scholars cannot simply continue "business as usual". They must adapt everything, including how they teach, learn and work with Indigenous peoples, who are particularly vulnerable to this pandemic. Reflecting on the impacts that have already occurred and those that are still likely to come, the authors discuss what changes may need to be made in academia to support diverse actors within their scholarly community. They suggest changes to their scholarship with Indigenous communities in Canada to help them continue to work in a respectful, reciprocal and culturally appropriate way.
随着新冠疫情危机持续发展，世界各地的社区发现自己生活在新的不确定时期。学校和大学关闭严重扰乱了学生、教育工作者和研究人员的生活。随着突然转向在线学习平台、研究项目的限制以及缺乏标准化政策和程序，围绕这场危机的不平等影响出现了许多担忧。本文汇集了关于新冠疫情对从事原住民健康研究领域的学生和学者的高等教育生活影响的不同观点。作者们分别反思了这段时间对他们作为即将毕业的学生、即将入学的博士生、初级教员和处于职业生涯中期的教员的影响。他们在加拿大多伦多一所大型研究密集型大学的教学和学习经历发生了深刻变化，并将继续改变他们在研究生阶段的工作、研究和互动方式。与原住民社区和组织合作需要建立关系、开展协作并举行仪式。在这些前所未有的时期，学者们不能简单地继续“照常行事”。他们必须调整一切，包括他们如何与特别容易受到这场疫情影响的原住民进行教学、学习和合作。在反思已经发生的影响以及仍可能出现的影响时，作者们讨论了学术界可能需要做出哪些改变，以支持其学术社区内的不同行为者。他们建议改变在加拿大与原住民社区的学术合作方式，以帮助他们继续以尊重、互惠和符合文化习惯的方式开展工作。
