The issues surrounding COVID-19 and various policy responses to its salience in communities across the world do not however relate to health and economic issues alone. They have also given rise to issues of sociality – how, under the new conditions, might people within and across communities relate to each other, and what new cultural and social formations might emerge in their aftermath. How might we need to rethink and reimagine issues of global interconnectivity and interdependence? How might they lead to the emergence of a new kind of world society? And for us as educators, how might we rethink the basic purposes of education, and the pedagogic models better suited to the ever-present possibilities of insecurity, risk and relentless change?
In the wake of COVID 19, universities around the world have been closed for instruction on campuses. Most are transitioning to online remote course instruction and learning for the semester. Universities have suspended study abroad programs.3 A number of Australasian universities, dependent on international students, especially Chinese students, have simply closed down for the semester. The loss of international students across Australasian universities could be 40 billion dollars, says QUT Margaret Sheil, leading to the devastation of the IE market.4 Around the world, many universities have also closed.