Abstract
Abstract: This paper explores how two English and Women's, Gender, and Sexuality Studies professors from the University of Wisconsin–Green Bay embraced the concept of radical care during and since Covid for themselves and their students. Ann Mattis and Valerie Murrenus Pilmaier discuss how they adapted to this situation by combining the idea of "care as a critical survival strategy," as outlined in Kawehipuaakahaopulani Hobart and Kneese's "Radical Care," with a community of care approach. They look at how that affected their UW–Green Bay students and themselves. Mattis focuses specifically on theorizing how the affective labor of the professor/student dynamic has increased and necessitated pedagogical strategies that account for the newfound stresses. Murrenus Pilmaier theorizes her course revisions in relation to a trauma-informed pedagogical model.
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