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The Covid-19 pandemic has spotlighted the relationship between mobilities and gender-based violence (GBV). The national lockdowns across the world have im/mobilised people, creating extraordinary social proximities that have been associated with a 'shadow pandemic' of violence. Before the pandemic, GBV was often im/mobilised in academic and policy thinking in that it was located in unconnected static sites. This article is based on a transdisciplinary project that seeks to produce understandings of GBV in the Covid-19 pandemic, using the heuristic lens of im/mobilities. The project aims to do so through the creation and analysis of personal stories detailing experiences of GBV across the UK. These stories are in the form of existing first-hand accounts on campaign websites, magazines and newspapers. Through them this article investigates how im/mobilities precipitate gendered violence, both felt and experienced, and examines how embodied experiences become situated in mobile spaces—inside, outside and online—in the context of the Covid-19 pandemic. In doing so, it evolves the concept of im/mobilities. [ABSTRACT FROM AUTHOR]

Corporeal travel has been highly problematized during the Covid-19 pandemic, leading to the curtailment of many previously taken-for-granted mobilities. This includes the circulation of international students; individuals undertaking short duration credit mobility exchanges alongside those who have migrated for an entire degree course. The objective of this article is to look at how the pandemic has affected credit and degree mobility students from inside and outside Europe, focusing on the example of Portugal during the lockdown of Spring 2020. Using evidence from qualitative interviews, we illustrate the unfolding impact of the pandemic on the lives and learning habits of these students, showing how the international learning experience changed from being a relatively positive and carefree experience to one characterized by risk and uncertainty. This apparent inversion extends to a potential devaluation of their mobility capital, somewhat undermining the raison d'être of much student mobility. In conclusion, we argue that whether temporary or permanent, during the pandemic we have witnessed a turn towards immobility in tertiary education, and perhaps in the broader field of mobilities, creating an imperative to open up debate on the impact of the limitations that affect student mobilities. [ABSTRACT FROM AUTHOR]