This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr Sabina Schaffner).

COVID-19 is the most significant global crisis of any of our lifetimes. The numbers have been stupefying, whether of infection and mortality, the scale of public health measures, or the economic consequences of shutdown. Coronavirus Politics identifies key threads in the global comparative discussion that continue to shed light on COVID-19 and shape debates about what it means for scholarship in health and comparative politics. Editors Scott L. Greer, Elizabeth J. King, Elize Massard da Fonseca, and André Peralta-Santos bring together over 30 authors versed in politics and the health issues in order to understand the health policy decisions, the public health interventions, the social policy decisions, their interactions, and the reasons. The book’s coverage is global, with a wide range of key and exemplary countries, and contains a mixture of comparative, thematic, and templated country studies. All go beyond reporting and monitoring to develop explanations that draw on the authors' expertise while engaging in structured conversations across the book.

Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America. The contributors write from the perspective of higher education leaders with institutional responsibility, as well as from that of public authorities or specialists in specific aspects of higher education policy and practice. Some contributions analyze how specific higher education institutions reacted, while others reflect on the impact of Covid-19 on key issues such as internationalization, finance, academic freedom and institutional autonomy, inclusion and equality and public responsibility.The book describes the various ways in which higher education is facing the Covid-19pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future.

This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.

The hegemonic University represented in the institutions of the global North is an increasingly hopeless place. Defined against value and generation of surpluses, the University is a critical node in the social metabolic control of capital. As such, it acts to deny human agency and autonomy, forms of mutuality, and alternative life worlds, precisely because it serves to reproduce capitalist social relations. These relations foreclose upon the idea that humans might make their own history, and in fact we have been told that we are at the end of history. Here, the idea that the University exists in a closed system designed to mitigate economic risk, generates structures that constantly restructure intellectual work through joint ventures; cultures that act pathologically to dehumanise those who work in the institution; and practices that are imposed methodologically to limit the horizon of intellectual possibility. However, the intersection of crises of political economy, black and indigenous lives, climate and environment, and epidemiology, have exposed the fraud at the heart of narratives of the end of History. A range of intersecting struggles have exposed the fraud of the transhistorical inevitability that capitalism will be our operating system. In spite of the fragility of capital's social metabolic control, the University remains committed to repurposing all of social life in the name of value, by working towards employability, entrepreneurship, excellence, impact and satisfaction. The University is a critical node in the denial of History, precisely because it provides a constant funnelling of individuals into a normalised existence framed by debt and work. Faced by the realities and lived experiences of intersecting crises, the University is revealed as hopeless, because: first, it has become a place that has no socially-useful role beyond the reproduction of capital, and has become an anti-human project devoid of hope; and second, it is unable to respond meaningfully with crises that erupt from the contradictions of capital. Thus. in its maintenance of business-as-usual, the University remains shaped as a tactical response to these contradictions.

.