Virtual teaching and power dynamics: Implications for decolonial practices in LIC‐HIC educational partnerships

The relational and context-specific aspects of the TAAAC model were undermined with the use of a virtual platform. Virtual teaching reinforced one-sided knowledge exchange and decontextualized teaching, thereby perpetuating epistemic injustice within TAAAC programmes. This injustice was experienced as a loss of accountability to the relationships that had built and sustained a longstanding LIC-HIC partnership. While virtual teaching has an allure of being efficient and accessible, our experience suggests that it may be poorly suited within partnerships where context and relationality are cornerstones of efforts to reshape dimensions of power.