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The following is a reflection on my experience with my students as we underwent the transition to virtual classes in the pandemic of 2020-2021. It highlights some of the problems related to reproductive labor and explores the absurd within beliefs about ‘technological efficiency’ and the discourse surrounding ‘synchronous and asynchronous’ instruction. It concludes with a realignment of philosophical and pedagogical aims under such conditions and calls on educators to rethink virtual teaching practices so they might help students embrace 3-dimensional, tangible learning activities that can be done without a screen and in their physical environment.
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