By Sharon McDonough and Narelle Lemon
This post is by the authors of the article “If Not Now, Then When? Wellbeing and Wholeheartedness in Education,” in the current edition of the KDP journal The Education Forum. You can view the article here for free during the month of August.
Dr. Sharon McDonough is a researcher in teacher education with advanced disciplinary knowledge of sociocultural theories of teacher emotion, resilience and wellbeing. Sharon brings these to explore how best to prepare and support teachers for entry into the profession, how to support the professional learning of teachers and teacher educators across their careers, and how to support wellbeing in education and in community. Sharon’s research expertise lies in methods of phenomenology and self-study.
Associate Professor Narelle Lemon is an interdisciplinary researcher in her fields of education, positive psychology and arts located at Swinburne University of Technology, Melbourne, Australia. She is a researcher who focuses on translating theory and evidence into practice to enhance engagement and participation for teachers and students across all fields of education. Recent research has investigated mindfulness in education, self-care and wellbeing to empower educators, arts and cultural education, and her award-winning scholarship of learning and teaching in the integration of social media for learning and professional development.
“But why did it take a virus to bring the people back together?”
“Well, sometimes you get sick, my boy, before you start feeling better.”
In his picture storybook The Great Realisation, author Tomos Roberts creates a hopeful and optimistic vision for how we might all begin to live in meaningful and thoughtful ways in the time after the pandemic. His book suggests that the pandemic becomes the catalyst for the “great realisation,” and in our article in The Educational Forum we, too, suggest that the pandemic provides the perfect time to pause. Additionally, we invite you to embrace this pause as a time to consider what are the key principles and practices that we should seek to instill in education.
The global pandemic has brought shifts to remote and flexible learning across the globe as schools have faced temporary closure of face-to-face classes. These shifts have provided both opportunities and challenges. Teachers have innovated their practices, young people have found ways to actively participate, and parents have communicated and worked with teachers to support young people through these uncertain times. But alongside these positives has been an intensification of some existing inequities, the challenges of intense workloads, issues of access, isolation, and questions of how to support wellbeing for teachers, students, and the community more broadly. In our research with Australian teachers about the impact of the COVID-19 pandemic on their work and wellbeing, teachers expressed that the pandemic highlighted the need to provide care and support to their colleagues, students, and their families. They expressed frustration with systems, government, media, and policy that seemed to suggest that teachers were ‘cannon fodder’ on the front lines of the pandemic.
The need to privilege wellbeing as a central endeavor in education seems more timely than ever in light of the current contexts in which we live and work. But has this happened? In our article, we draw on our data and Brené Brown’s guideposts for wholehearted living to create a series of poems that highlight the need to place wellbeing and wholeheartedness as core principles of the educational endeavor. For ourselves as teachers, for our students, and for our communities, now is the time to support collective wellbeing and to critique systems and structures that do not work to support this. In the light of all that has unfolded across the globe in the last year, we ask, if not now, when? We invite others to join us in this collective call for the prioritizing of wellbeing. You can join the conversation by reading our article in the Educational Forum. Will you join us as we seek to foster and support a wholehearted approach to education?