Authors: Ana Larsen and Susan Emmett
CQ University and Federation University

Edition: Volume 65, Number 1, April 2025

Introduction: COVID-19 has had an enormous impact on higher education globally and has heralded times of rapid and often confounding change. Academics struggle to maintain their life balance and well-being alongside championing equity in higher education and providing a student-centred pedagogy of care which is much needed in these times. This article reintroduces the typology of social equity discourses as defined by Larsen and Emmett (2021) and highlights how these discourses are present during a pandemic. The typology of social equity discourses provides educators with a way to understand the post-pandemic world of higher education, the motivation behind the decisions being made around us, how we might fit into this environment and reduce the turmoil caused by competing and conflicting discourses and best serve the adult learners we strive to educate. The typology is a valuable tool for self-reflection, understanding and action. By equipping educators with an understanding of the social equity discourses it is hoped that we can refocus our energy on increasing equity and delivering high quality teaching, equipping our graduates to become critical thinkers and the
leaders of tomorrow.

Keywords: COVID-19, online learning, social equity, discourse, marginalised students, higher education

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This article is part of AJAL, Volume 65:1. The entire volume is available in .pdf for purchase here.