In 2020, COVID-19 became a global pandemic that shifted everyday life, spatially, temporally, and affectively. As teachers who care(d) for students simultaneously navigating uncertain pandemic terrain, we found ourselves changing our practices to accommodate the varied complexities we all faced, and how those complex identities were already embedded in a socio-political landscape within a pandemic. With regard to these students, we adapted our teaching. Regard(less), we carried on. In this article, we think with regard(less) as a pedagogical concept and practice that playfully, though necessarily, shifts between regardless and regard. Though regardless we kept teaching, we did so with regard to and for students in our classes. We narrate regard(less) as a feminist practice within two qualitative inquiry courses Stephanie and Kelly co-taught with Kelsey in 2020.
Guyotte, Kelly W.; Shelton, Stephanie Anne; and Guy, Kelsey H.
"Regard(less) as a Feminist Pedagogical Practice,"
Feminist Pedagogy: Vol. 2:
1, Article 4.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol2/iss1/4