Publication-Ready Author Bio

Sarah Seeley is an Assistant Professor in the teaching stream at University of Toronto Mississauga. She teaches first-year writing as a member of the Institute for the Study of University Pedagogy. Sarah holds a Ph.D. in anthropology, and her research interests include language ideology, writing pedagogy, and academic labor practices. Sarah loves to cook and craft, and she practices yoga daily.


The pandemic has variously amplified, eliminated, and otherwise transformed the experiences and meanings of work across sectors and nation states. In the context of higher education, this transformation has taken many shapes, which have been molded by pre-existing, if not predictable, inequalities. If we set up all the well-documented pandemic-induced obstacles to work alongside the performative nature of academic work, there is a notable uneasiness. Insofar as the nature of work is changing— becoming more challenging, in general—there must be further implications for work that is “on display.” Within this context, the article focuses on the experiences of teaching and learning in online, synchronous, seminar-style classrooms. It further considers how pandemic-induced shifts in the parameters of teaching and learning can offer opportunities for cultivating more accessible, inclusive pedagogies that acknowledge the cross-cutting types of work that encase student learning.



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