Towards a Framework of Empowerment: Reflections on Teaching in an 'Age of Disruption'.

In this paper, I propose a framework for empowerment that may be useful for educators confronted with disruption and uncertainty brought about by the global pandemic. The framework consists of the interlocking processes of socialization, solidarity, and self-care. I argue that the confluence of these three processes can be empowering as they motivate educators to face challenges head-on and with hope. Reflecting on my own experience over the past two years, I illustrate the value of intentionally carrying out these interrelated processes. I suggest that the intersections of these processes help educators articulate and clarify our belief systems, our core social values, and our attitudes or dispositions towards ourselves and the world around us. Through these processes, we can tap our power to act on things that we can control and to remain steadfast when confronted with those that we cannot. [ABSTRACT FROM AUTHOR]