In this essay, we reflect on the emergence of our (new) teacher identities from the phenomenal space created within online learning, following the COVID-19 pandemic of 2020. Thrust from classrooms into in-between spaces mediated by digital technologies, the capricious co-inhabited new learning space functioned as a becoming-other space of identity-play, surfacing from centrifugal intra-actions among human, non-human, and inorganic entities and energies—what we have named a thinning space (authors, forthcoming). It called for becoming shapeshifters together through resisting crystallized roles and (re)claiming a multiplicity of vulnerable thin skins. We draw from the possibilities of existing virtual gaming spaces to propose that a thinning space towards freer learning could redefine current neoliberal conceptions of ‘normal’ education.
Licata, B., & Cheng Stahl, C. (2021). Shifting Skins: Becoming Multiple During Emergency Online Teaching. Occasional Paper Series, 2021 (46). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2021/iss46/7