One of my employers, the University of Victoria, turns 58 this year. Its late middle age coincides with a profound shift in pedagogy, as well as the onset of the post-pandemic period. (It will inevitably be called that though more pandemics are sure to follow in our unsustainable world, making that moniker itself unsustainable.) Two pedagogical trends seem worthy of wider interest in this post-pandemic jungle, especially for those of us living with chronic physical and mental health issues: trauma-informed pedagogy and curricula designed around the Sustainable Development Goals (SDGs). Continue reading →