ABSTRACT
When educational institutions shut down in March 2020, university lecturers found themselves tasked with moving from physical classrooms to remote teaching almost overnight. At first, the change was viewed as a temporary emergency strategy—a way of making sure students did not fall too far behind—just until the virus was under control. This chapter describes and then critically analyses the experiences during the first few months of the lockdown. It deconstructs the tensions that arose between the students and lecturers as we ventured into a new, virtual world of teaching and learning. The chapter then considers how what lecturers learned has led them to rethink and reframe the critical pedagogy in ways that will better serve the needs of the students during and after COVID-19. Critical pedagogy posits that helping students become the subject rather than the object of their reality is one of its main objectives.
