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Researching, Teaching and Learning During Times of Crisis: Experiences of the

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 Editorial notes

Researching, teaching, and learning during times of crises: Experiences of the

Global South
Rekha Pappu, Yusuf Sayed, and Shireen Motala

Historically, pandemics have forced humans to break with the past and imagine their world anew.
This one is no different. It is a portal, a gateway between one world and the next.
(Arundhati Roy, 2020, para. 48)

Introduction
Globally, there have been 776,754,317 confirmed cases of COVID-19 since the virus was first
detected in 2019, including 7,073,466 deaths reported to the World Health Organization, and a
total of 13.6 billion vaccine doses administered worldwide. 1 The COVID-19 pandemic,
however, is not the only crisis that the world faces. It sits alongside a crisis of environment
involving a rise in global temperatures, extreme weather patterns, and deadly droughts. It is also
accompanied by economic crises and instability as well as humanitarian crises such as conflicts
and wars in Yemen, Sudan, Myanmar, and Palestine. In education, such interlocking and
intersectional crises have disrupted schooling and higher education, limited access to education
and meaningful learning, and affected the well-being, safety, and security of teachers, lecturers,
learners, education officials, and communities. The long-term learning and psychological and
social-emotional detriments of crises have affected the marginalised and impoverished
communities the most.
It is against such a backdrop that this special issue of the Southern African Review of Education
(SARE) seeks to understand the nature and forms of crises, responses to them, as well as
implications for building a future resilient and crises-prepared education system committed to
equitable and quality education. This special issue on researching, teaching, and learning during
crises has its origins in the time of the COVID-19 pandemic, remembrance of which seems to be
largely fading from collective memory—except when occasionally revived through reports of
fatalities from a new strain of virus in some or other part of the world. The overwhelming global
experience of being caught unawares by a crisis of the scale of the pandemic that began in 2020
seems to be gradually waning.

1 Data accessed on November 9, 2024 from https://data.who.int/dashboards/covid19/vaccines?n=o-

Editorial notes 2

And yet, the pandemic has helped sharpen awareness of crises in general, and crises of specific
kinds—dangers imminent from strife, political and economic instabilities, climate change,
zoonotic diseases, migration and displacement, natural disasters, and so on. The COVID-19
pandemic impacted all parts of the world and made obvious a range of limitations as well as
possibilities, including in the realm of education. It therefore becomes possible to draw on the
experience(s) of COVID-19 to reflect more broadly on the nature of crises, how crises impact
education, and also about the very nature of teaching and learning that is cast into further relief
during times of crises. Through this special issue of SARE we return to the crisis experienced in
education during the COVID-19 pandemic in the belief that analysing this period would enable
better preparedness and ability to face up to future emergencies and challenges.
Efforts at understanding the impact of the COVID-19 crisis in various domains of our society
such as health, education, employment, tourism, economy, and so forth, were made early on,
even during the time of the pandemic itself. Various stakeholders including governments,
academics, media persons, policymakers, education leaders, teachers, and students, among
others, sought to analyse the situation even as they dealt in real time with multiple and
interrelated problems engendered by the pandemic. The genesis of this special edition too,
involving various contributors, is to be traced back to the pandemic. 2 The papers included here
have drawn on frameworks emphasising equity, social justice, and epistemic access to reflect on
the context in which teaching and learning was taking place during COVID-19. Situating the
enquiry within a comparative framework has been a critical part of the approach adopted by the
contributors given that the effort was to be able to theorise the implications of the pandemic for
education in countries of the Global South.
The articles included in this special issue raise important questions about the nature and structure
of the curriculum that was followed during the pandemic in schooling and higher education, the
delivery of education using technology, the requirements regarded as necessary for carrying out
research, and the challenges in general for achieving through education the goals of social
justice. The special issue brings together—through analysis, evidence, and
argumentation—valuable explanatory frameworks that explore the disruptive possibilities that
exist because of the pandemic. The editorial begins by reflecting on the theme of “well-being,” a
concern that underlies all the papers included in the issue, although none of them engage with the
notion directly. This is followed by an overview of the papers that have been included in the

2 This special edition has its origins in a series of six seminars organised in hybrid mode between 2021 and 2023 bringing
together education practitioners and scholars from countries of the Global South, more specifically India and South Africa as
members of the BRICS network, funded by the National Institute of Humanities and Social Sciences (NIHSS), South Africa.
This grant was led by Padma Sarangapani and Rekha Pappu (Tata Institute of Social Sciences, India), and Shireen Motala
(University of Johannesburg) and Yusuf Sayed (then Centre for International Teacher Education, Cape Peninsula University
of Technology, Cape Town). The deliberations at the seminars stimulated the need to produce this special edition and make an
open call to scholars to contribute to scholarship to better understand the perspectives of teacher educators, teachers, and
students about education delivery during the pandemic, identifying the epistemic disruptions caused by COVID-19 as well as
the discourses of decolonisation, and roles and responsibilities of the governments and the civil society. The editors of this
special edition would like to thank all those who participated in the NIHSS BRICS Network project from the various
institutions.
3 Pappu, Sayed & Motala

journal. The editorial concludes by outlining a way forward through which the ability of
education systems to anticipate, plan, and respond to present and future crises can be ensured.

Well-being of students and teachers in the Global South

The notion of well-being has acquired an overall and heightened importance following the crisis
of the pandemic, including in discourses involving education. However, it is yet be theorised
from the perspective of the Global South, which is one of the reasons for focussing briefly on it
in this editorial. An enquiry about the nature and significance of the notion of well-being for the
countries of the Global South now seems possible given the more recent experience of the
COVID-19 pandemic and the ongoing emphasis, especially at an epistemic level, on
decolonisation. Some preliminary reflections are presented here in order to build a more
comprehensive understanding of what well-being means in the context of the Global South.
Crucially, the framing of the discussion here seeks to move away from an individualistic,
psychological framing of the idea of well-being to understanding the context and socio-structural
conditions under which individual well-being and resilience are established (or not).
The term well-being re-entered common usage and vocabulary during the COVID-19 pandemic
as a way of assessing and explaining the experiences of different groups of people the world
over, especially their psycho-emotional states of being. Within education, the accounts of
students, teachers, teacher educators, and researchers were significant. Although the crisis of the
pandemic led to the widespread use of the term well-being, the concept itself is not new.
Engagement with notions of well-being has been an integral part of most societies. The Global
South in particular has a long and rich history of deliberations on the subject, especially through
spiritual and religious discourses (see for instance Clark-Deces & Smith, 2017; Mahali et al.,
2018; Metz, 2014). In terms of modern scholarship, it is acknowledged that well-being is a
multi-dimensional concept and its analysis spans a range of disciplines such as psychology,
sociology, and development studies—disciplines that emerged in the 19th and 20th centuries.
With the dominance of the psychological and economical perspectives when exploring issues of
well-being in the Global North, a singular focus emerged, which was on individual well-being.
More recently, the scope of the term well-being was sought to be expanded to include entire
countries and regions through the development of well-being metrics or indices of well-being.
This shift emerged from the “beyond GDP” (or beyond Gross Domestic Product) movement, a
movement that articulated its dissatisfaction with the exclusive use of economic considerations
as a measure of development while ignoring other factors that add immense value to human life
(Mahali et al., 2018). The OECD and the countries of the Global North have been at the forefront
of developing a framework for measuring the well-being of countries. For instance, the OECD
Well-Being Framework has 11 dimensions as being essential to people’s lives, here and now,
ranging from health status and education and skills to the quality of the local environment,
personal security and subjective well-being, as well as more material dimensions such as income
and wealth, housing, and so forth. Together with these efforts at expanding the scope of our
Editorial notes 4

understanding of well-being, approaches that prioritise individual interests continue apace. The
hugely influential PERMA model, which was introduced by Seligman (2011), provides one such
example. The PERMA model, which has positive emotion, engagement, relationships, meanings,
and accomplishments as its core elements, continues to be widely used in well-being and
happiness studies.
Studies have also been conducted, as indicated by various scoping reviews, to understand the
specificities of the well-being of teachers and students. These scoping reviews analysed articles
published in peer-reviewed journals on teacher and student well-being (Dreer, 2023; Hossain et
al., 2023, Yu et al., 2022). The scoping review on “What Constitutes Student Well-Being” by
Hossain et al. (2023), identified four approaches that were used to conceptualise student
well-being in the articles that were reviewed: hedonic, eudaimonic, integrative (i.e., combining
both hedonic and eudaimonic), and others. With regard to teacher well-being, the in-depth
analysis by Dreer of 44 studies covering 76,990 teachers, for instance, highlighted “the
significant relationship of teacher well-being with several factors and desirable outcomes,
including teachers’ sleep quality, teacher retention, teacher–student relationships, and student
outcomes” (2023) p. 1). The review by Yu et al. (2022) of literature pertaining to Asia found that
the knowledge base on teacher well-being is at a beginning stage. All the three scoping reviews
referenced here noted that the focus of academic research on teacher and student well-being
peaked during the pandemic. Significantly, too, all the reviews pointed to the marked absence of
studies from the Global South. Based on his analysis, Dreer (2023) in fact explicitly stated:
The majority of the studies on the outcomes of teacher wellbeing were conducted in North
America or Europe. The [analysis] also shows that Asia and Australia are underrepresented, and,
as yet, no (published) studies on this topic have been conducted in South America or Africa.
(2023, pp. 8–9)
In the post-pandemic phase though, the need for examining the connections among the different
levels of the socio-political and economic structures in order to understand the notion of
well-being among students and teachers in the Global South as well has become increasingly
evident. The many accounts that emerged from countries of the Global South of students and
teacher experiences during the pandemic indicate that such experiences were different from those
obtained in the Global North. Pending systematic research and enquiry, some preliminary
observations can be made about the well-being of teachers by drawing upon some of these
accounts from the two contexts (of the Global North and the Global South).
Reflecting on the experience of teaching during the pandemic, a professor at the University of
Washington pointed out:
The increased workload and anxiety is something I don’t think non-teachers can quite grasp—for
me, at least, to teach effectively and thoughtfully requires about twice the time, and there’s a
constant sense you’re never doing enough. What so many teaching faculty are feeling is far
beyond stress—it’s exhaustion, radical self-doubt, and wondering how much longer we can
sustain it. (Tugend, 2020, p. 12)
5 Pappu, Sayed & Motala

The distinction between the figures of the teacher and the non-teacher is sharp in this account
and perhaps one that most teachers would concur with. While the sense of anxiety is common in
the experiences of teachers from the Global North and the Global South, there are some
differences too.
In the accounts available to us of teachers’ experiences of the pandemic from the Global North,
the sense of frustration and stress was expressed in individuated terms of increased workload,
deteriorated work-life balance, and reduced research and publications, which in turn, were
perceived to negatively impact career prospects. There is a significant difference though, in the
way teachers from the Global South related their experiences of the pandemic. For instance,
when teachers from India described their experience of teaching during the periods of lockdown,
their focus was predominantly on students who had no access (or very limited access) to devices
and internet facilities that in turn disrupted teaching (Batra et al., 2021; Cherian, 2021). Also,
several faculty members of higher education institutions wrote about and initiated petitions
against the plight of migrants and other disadvantaged groups of people who had to suffer the
consequences of a lockdown (Apoorvanand, 2021).
The analytical frameworks of well-being presently available with us are not adequate to the task
of explaining the nature of these different responses. To an extent, such explanations can be
drawn from the critiques put forward by researchers such as those belonging to the group,
Wellbeing in Developing Countries (WeD; Mahali et al., 2018). WeD has conducted empirical
studies to nuance the notion of well-being such that the hegemonic notions of well-being that
draw primarily on experiences of individuals from the Global North are challenged and revised.
In contrast with the economic and psychological perspectives adopted by most studies that focus
on experiences in the Global North, Mahali et al. (2018) suggested that social well-being and
relational well-being frameworks could better explain the contexts of the Global South, which is
marked by poverty, inequality, and strife. In their paper titled “Networks of Well-Being in the
Global South: A Critical Review of Current Scholarship,” Mahali et al. pointed out that
relationships are at the centre of the notion of well-being in the southern perspective. According
to them, the psychological perspectives of well-being “tend to view relationships as something
people have and place less emphasis on the fact that people are who they are through relating
with others” (Mahali et al., p. 8). They therefore emphasised that “well-being [is] best explored
through a focus on relationships, not only on the social processes between the individual and the
collective but also on the interactions between the local and the global, including people’s
interactions with the state” (Mahali et al., p. 12). These are important insights that need further
substantiation and research to help build a robust understanding of the well-being of teachers and
students in the Global South. 3

3 Another concept that is closely related to the notion of well-being is resilience. The importance of education system resilience
too, is increasingly being emphasised in the post-pandemic period. Here too, there is need for theorising education system
resilience specifically for the context of the Global South.. The modern education system was introduced in most countries of
the Global South during the period of their colonisation by European nations. In their post-independence phase, these countries
have experienced a series of challenges and crises in their efforts at stabilising their education systems so that they can be more
Editorial notes 6

Overview
The papers in this special edition address several key and interrelated themes vis-à-vis the
primary concern about issues of education during crises of different kinds. The first set of papers
explores, more generally, the notion of how crises have shaped, altered, and reconfigured
education and the implications that this has for teaching, learning, and research.
The paper by Emmanuel Ojo titled “Education in the Eye of the Storm: A Bibliometric Review
of Research on Global Crises and Their Impact on Southern African Education (2000–2024)”
provides an in-depth bibliometric review of the literature on educational impact over that 5-year
period. The analysis specifically concentrates on global crises and their implications for
education, with a special emphasis on the Southern African region. Yusuf Sayed’s paper on
“Crises and Education Policymaking for Social Justice: Choices, Constraints, and Commitments”
analyses how the pandemic specifically, and crises more generally, have shaped, altered, and
reconfigured education policy and policymaking. Particular attention is paid to teachers and their
work and working conditions. The paper begins by establishing the context of the educational
crisis during the pandemic, after which policy, policymaking, and the nature of knowledge and
science in policy formulation are explored. This is followed by a discussion on teacher
professional development and the digitalisation and datafication of education, which the
pandemic intensified. The paper concludes by outlining an alternative agenda that centres social
justice concerns.
Crises and the COVID-19 pandemic, in particular, heralded great hope, advocacy for, and belief
in the power of technology to generate new modalities of education and usher in a period of
personalised learning. The paper by Gurumurthy Kasinathan, “The Pandemic and the
Platformisation of Education,” provides a critical review of the potential and pitfalls of
technology in the context of heightened expectations vis-à-vis technology. The paper begins by
arguing that the EdTech crisis that is unfolding is not inevitable, but a function of its political and
pedagogical design. The paper argues that public ownership and control are imperative for
teachers to exercise their agency towards a meaningful pedagogic design of EdTech. If
proprietary EdTech can be regulated and a public EdTech ecosystem (comprising public
production, distribution, and appropriation of EdTech) can be made available an integral part of
the public provisioning of education, the crisis can be avoided. The paper forcefully points out
that free and open digital tech movements have been independently working to enable such
public ownership and the same needs to be mainstreamed into EdTech. The example of Kerala, a
state in south India, is showcased as one that developed a public EdTech ecosystem over the last

inclusive and universal in their coverage (Sarangapani & Pappu, 2021). Several countries in the region are marked by political
and economic instability, and face varied vulnerabilities. The education systems of these countries are ranked very low
vis-à-vis a range of global indicators. Given that education systems in these countries are constantly in a “catch-up” mode and
are continually addressing various crises, it could be argued that resilience is an endemic trait of the education systems in these
countries; however, this is rarely by design. Participatory foresight research in the Global South is therefore required to ensure
that education systems are resilient, by design, in the face of existing and future threats and disruptors—especially with regard
to the inclusion of marginalised groups.
7 Pappu, Sayed & Motala

two decades—enabling it to avert the EdTech crisis, and ensuring that it was less affected during
the pandemic
The paper by Padma M. Sarangapani, “Higher Education During COVID-19 Crisis: Situation,
Presence, and Place” uses a phenomenological approach to focus on the experiences in higher
education institutions during the crisis caused by COVID-19. Using auto-ethnographic
recollection of experiences as they unfolded over the two years of the crisis, the paper focuses on
the psychological and emotional phases through which faculty and students dealt with new
learning, teaching, and institutional forms, leading to a focus on the centrality of place, presence,
and situation in understanding the practice and effects of higher education.
Two papers in this special edition map the broad effects of the pandemic as well as provide
context-specific analyses in relation to education during periods of crises of different kinds.
Rekha Pappu and Yusuf Sayed provide a grounded account of the nature of educational policies
in their paper titled “Education Policymaking During the COVID-19 Pandemic in India and
South Africa: Implications for Equity and Quality.” The education policies that were introduced,
almost on the go, in two countries of the Global South during the pandemic are examined in
some detail. In particular, the paper focuses on the education policies that were introduced in
both countries during the pandemic for modifying the academic calendar, revising the
curriculum, adopting new pedagogic and assessment strategies, as well as altering the role of
teachers.
Tanushree Rawat and Payal Aggarwal’s paper on “South–South Collaboration During the
COVID-19 Pandemic: The Case of CL4STEM,” reflects on how one multi-sited international
collaborative project—Connected Learning for STEM (CL4STEM)—negotiated the challenges
of COVID-19. CL4STEM is a South–South partnership between Nigeria, Bhutan, Tanzania, and
India, to pilot a scalable EdTech teacher professional development innovation using open
educational resources and mobile-based communities of practice to build STEM teachers’
knowledge, attitudes, and practices for higher order thinking with inclusion and equity. It
powerfully argues that even during crises, deep authentic engagement, and focusing on human
elements of mutual trust and respect, strengthen South–South collaboration for sustainable
educational innovation.
Higher education institutions’ staff and students are adversely impacted by crises and the
COVID-19 pandemic was no exception. Two papers in this edition pay particular attention to
higher education focusing on staff, students, and on student protest. The co-authored paper by
Ekta Singla, Halima Namakula, and Emaya Kannamma titled “Researching in the Time of
COVID-19: Doctoral Student Experiences From South Africa and India,” draws on the
UNESCO Right to Higher Education social justice framework as a lens to gain a deeper
understanding of the experiences during the pandemic of doctoral students in India and South
Africa. The paper draws attention to various problems encountered as part of the doctoral
research process, including data collection as well as access to physical and online
research-related resources based on the research area, gender, and geographical context. It also
Editorial notes 8

highlights instances of mental health challenges among the students in a context where support
was limited or totally unavailable. The paper concludes with actionable recommendations to
remove structural barriers and enhance student access to research-related resources, aiming to
build resilient and inclusive support systems in higher education in order to achieve the
transformative potential of higher education.
Otilia Chiramba and Shireen Motala’s paper, “Deliberating on Student Protests and the
COVID-19 Pandemic Disruptions: The South African Higher Education Case” argues that the
student protests of 2015/2016 and the COVID-19 pandemic highlighted and worsened
underlying problems within South African higher education. The authors argue that these events
have emphasised the need for comprehensive structural and systemic reforms in the higher
education sector. They go on to outline the nature of changes that need to be introduced in the
higher education system of South Africa such that future crises do not disrupt learning
opportunities for students.
The last contribution in this special edition is a review essay that turns its attention to three
reports of international organisations focusing on lessons learnt from the COVID-19 pandemic.
The essay by Aditi Desai and Deemah Lome reviews three reports published by multilateral
organisations that work at both global and regional levels of governance and who have material
and ideational influence on global and regional policy discourses and decisions in education. The
reports were specifically commissioned to examine context-specific strategies in the field of
education for navigating the pandemic and the diverse approaches adopted by various countries,
including Africa and Asia. The three reports were selected because they cover countries across
the world and focus on a contextualised understanding of governmental responses, aiding
stakeholders in discerning effective measures amidst dynamic and multifaceted challenges.

Conclusion
As a portal to a future, the pandemic has made possible on the one hand, more progressive and
liberatory approaches to education. These include greater attention to the well-being needs of
students, teachers, and education staff. On the other hand, the pandemic has brought in its wake
retrogressive trends in education. These include an approach to education that discounts the
necessity and importance of the sociality of teaching and learning, and the privatisation of
education provision and delivery. Also of concern, is the fact that crises have a tendency to
displace policy attention from existing challenges and existing inequities. There is thus an urgent
imperative for an intersectional approach to education policy making, which sees crisis as
compounding and interrelational.
As we navigate what is regarded as a post-COVID world, the reality is that fragility and crisis
remain a sad reality for many education systems, globally. To this end, there is a need to build
the knowledge base for developing just and resilient education systems to deal with future crises.
A progressive understanding of education crisis would centre the needs of those who are most
marginalised in seeking to establish just resilient education systems.
9 Pappu, Sayed & Motala

Acknowledgements
We are grateful to Professor Padma Sarangapani, co-editor of this special issue, for her comments and
feedback on earlier drafts of the editorial. All the editors would like to thank colleagues who were closely
involved in the conceptualisation and organisation of the series of six seminars (between 2021 and 2023)
that eventually resulted in the publication of this special issue of SARE: Valerie Bocarro, Thembela
Cebekulu, Meera Chandran, Otilia Chiramba, Portia Maphuti, and Marcina Singh-de Vaal. Arpitha
Jayaram provided valuable academic and administrative support throughout the process of editing and
consolidating articles for the journal. We are also grateful to all those colleagues who generously assisted
us by peer reviewing the manuscripts and providing constructive feedback. Finally, we are grateful to
Moira Richards for her expert editorial inputs and for her patient support that helped us to bring out this
special issue of SARE.

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Editors
Professor Rekha Pappu is faculty with the School of Educational Studies at the Tata Institute of
Social Sciences, Hyderabad.
Yusuf Sayed is Professor of Education in the Faculty of Education at the University of
Cambridge.
Shireen Motala is the DST/NRF South African Research Chair (SARChI) in Teaching and
Learning, and Professor, Faculty of Education, University of Johannesburg.

Address for correspondence

[email protected]

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