Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (5)
- Art Education (4)
- Arts and Humanities (4)
- Teacher Education and Professional Development (4)
- Adult and Continuing Education (3)
-
- Scholarship of Teaching and Learning (3)
- Early Childhood Education (2)
- Educational Methods (2)
- Feminist, Gender, and Sexuality Studies (2)
- Secondary Education (2)
- Social and Behavioral Sciences (2)
- African American Studies (1)
- Art Practice (1)
- Art and Design (1)
- Christianity (1)
- Communication (1)
- Community Health (1)
- Curriculum and Instruction (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- Elementary Education (1)
- Engineering (1)
- Engineering Education (1)
- Feminist Philosophy (1)
- Fine Arts (1)
- Food Studies (1)
- Human and Clinical Nutrition (1)
- Life Sciences (1)
- Medicine and Health Sciences (1)
- Institution
- Publication
-
- Feminist Pedagogy (4)
- #CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College (2)
- Journal of Social Theory in Art Education (2)
- FDLA Journal (1)
- International Journal of Lifelong Learning in Art Education (1)
-
- Journal of Educational Research and Practice (1)
- Journal of Organizational & Educational Leadership (1)
- Journal of Pre-College Engineering Education Research (J-PEER) (1)
- Journal of the Arts and Special Education (1)
- Journal of the Scholarship of Teaching and Learning for Christians in Higher Education (1)
- Level 3 (1)
- The Vermont Connection (1)
Articles 1 - 17 of 17
Full-Text Articles in Education
"I Have To Be On Their Side": A Pedagogy Of Kindness, Linda Hoeptner Poling, Juliann B. Dorff
"I Have To Be On Their Side": A Pedagogy Of Kindness, Linda Hoeptner Poling, Juliann B. Dorff
Journal of the Arts and Special Education
The contemporary expectation for visual arts teachers to meet the needs of all learners was explored in this 2011 case study conducted in a secondary visual arts classroom. Exploring ways that care for students manifested, specifically through a pedagogy of kindness, in a classroom designed to meet the needs of students experiencing attention-deficit/hyperactivity disorder (ADHA) and/or autism is revisited and contextualized in our post-COVID reality, where care in education is a central concern. The authors outline how one visual arts educator developed a pedagogy of kindness resulting in the need for specific teacher dispositions. Teacher-student relationships are also discussed within …
Othermothering Encounters With An Anxious Now, Amber Ward, Jesús Quintero, Shaquela Russ, Emily Dellheim, Kellie Fallon, Elizabeth Vann-Womack, Zackary Crawford, Valentina Valbuena-Lopez
Othermothering Encounters With An Anxious Now, Amber Ward, Jesús Quintero, Shaquela Russ, Emily Dellheim, Kellie Fallon, Elizabeth Vann-Womack, Zackary Crawford, Valentina Valbuena-Lopez
Journal of Social Theory in Art Education
Personal journal entries recount how graduate students and their instructor respond to a point of encounter in an online studio course at a large research institution in the Southeastern United States. Inspired by collectivist othermothering practices, the article speaks to learning from Black scholars while chronicling a shared experience and responding to an anxious now that is navigating the N-word together. The authors aim to center caring exchanges and ethical practices for the purpose of (re)building safety and hope that this article will be helpful to art educators who also encounter the N-word or have similar moments of crisis.
Diminishing Graduate Student-Teacher Power Dynamics Through Care And Vulnerability, Takhmina Shokirova, Lisa Ruth Brunner
Diminishing Graduate Student-Teacher Power Dynamics Through Care And Vulnerability, Takhmina Shokirova, Lisa Ruth Brunner
Feminist Pedagogy
In this critical reflection, we discuss the concepts of ‘care’ (hooks, 1994) and ‘vulnerability’ (Cano Abadía, 2021) as they relate to the student-teacher power dynamics instructors often face – consciously or not – in graduate-level post-secondary contexts. We suggest that, when practiced together, care and vulnerability offer ways to diminish power imbalances between instructors and students.
Food For Thought: Rituals In Place Based Learning, Natalia Pilato
Food For Thought: Rituals In Place Based Learning, Natalia Pilato
International Journal of Lifelong Learning in Art Education
In my mother’s kitchen lasting bonds among family, friends, and newcomers are created. Using that space as a point of departure, I explore the significance of pedagogical places outside of classrooms that serve as flavorful ingredients for performative and participatory learning. This article articulates ways in which rituals associated with Sicilian cultural traditions are interwoven and complicit in establishing dispositions for socially engaged learning and teaching in the arts, showing how an ethic of care can transcend generations. With a focus on place-based learning, making art and enjoying food are investigated to show how healthy productive relationships, appreciation for beauty, …
So Much New To Learn And So Much Unknown: Novice Teachers’ Experiences During Covid-19, Angela W. Webb, Jennifer J. Baumgartner
So Much New To Learn And So Much Unknown: Novice Teachers’ Experiences During Covid-19, Angela W. Webb, Jennifer J. Baumgartner
Journal of Educational Research and Practice
To support novice teachers, we need to listen to and honor their experiences in the classroom. This is true during the best of times and especially true amid the tumultuous teaching and learning experiences brought on by the COVID-19 pandemic. In this paper, we discuss emergent themes from interviews with student teachers and early career teachers in spring 2021 about their experiences with the transition to virtual or remote teaching in response to COVID-19. We explore how student teachers and early career teachers experienced the stress of pandemic teaching, what they found supportive, and how their experiences can inform care-full …
“I Can’T Learn When I’M Hungry”: Responding To U.S. College Student Basic Needs Insecurity In Pedagogy And Praxis, Jasmine R. Linabary, Rebecca Rodriguez Carey
“I Can’T Learn When I’M Hungry”: Responding To U.S. College Student Basic Needs Insecurity In Pedagogy And Praxis, Jasmine R. Linabary, Rebecca Rodriguez Carey
Feminist Pedagogy
Food insecurity and other basic needs insecurities were pressing concerns for U.S. college students prior to the COVID-19 crisis and are even more so now. These issues disproportionately impact minoritized students, making addressing basic needs an issue of educational equity. As feminist teacher-scholars, we reflect in this essay on what it means to teach in the context of student basic needs insecurities, drawing on our experiences from launching an interdisciplinary initiative dedicated to combatting food insecurity on our campus. In doing so, we seek to catalyze changes within and beyond the classroom to better support students.
An Abolitionist Approach To Creating Communities Of Care: Decolonizing Theory, Acknowledging Disequilibrium, And Questioning Systems, Chelsea Whitaker, Cierra Russell
An Abolitionist Approach To Creating Communities Of Care: Decolonizing Theory, Acknowledging Disequilibrium, And Questioning Systems, Chelsea Whitaker, Cierra Russell
The Vermont Connection
May 25, 2020, exponentially reinvigorated a global reckoning around the uniquely American way of murdering Black people through policing and imprisonment. Calls for anti-racism, police reforms, and abolition permeated nearly every industry with statements, commitments, and trendy Instagram graphics. Once an idea reserved for the most radical, abolition entered the popular culture lexicon not only for its dedication to destroying oppressive systems but also for building communities of care. As student affairs professionals dedicated to community development at institutions built upon white supremacy and bound by federal policies, approaching community development through an abolitionist framework requires an imaginative playfulness to …
Reviewing How Shall We Then Care? A Christian Educator’S Guide To Caring For Self, Learners, Colleagues, And Community, Kezia Daniels
Reviewing How Shall We Then Care? A Christian Educator’S Guide To Caring For Self, Learners, Colleagues, And Community, Kezia Daniels
Journal of the Scholarship of Teaching and Learning for Christians in Higher Education
No abstract provided.
Regard(Less) As A Feminist Pedagogical Practice, Kelly W. Guyotte, Stephanie Anne Shelton, Kelsey H. Guy
Regard(Less) As A Feminist Pedagogical Practice, Kelly W. Guyotte, Stephanie Anne Shelton, Kelsey H. Guy
Feminist Pedagogy
In 2020, COVID-19 became a global pandemic that shifted everyday life, spatially, temporally, and affectively. As teachers who care(d) for students simultaneously navigating uncertain pandemic terrain, we found ourselves changing our practices to accommodate the varied complexities we all faced, and how those complex identities were already embedded in a socio-political landscape within a pandemic. With regard to these students, we adapted our teaching. Regard(less), we carried on. In this article, we think with regard(less) as a pedagogical concept and practice that playfully, though necessarily, shifts between regardless and regard. Though regardless we kept teaching, we did so with regard …
A Transgressive Pedagogy Of Tenderness In Hybrid Education, April M. Jones, Stephanie Anne Shelton
A Transgressive Pedagogy Of Tenderness In Hybrid Education, April M. Jones, Stephanie Anne Shelton
Feminist Pedagogy
In the midst of the dual/dueling pandemics COVID-19 and anti-Black racism, the instructors considered how best to have the course requirements for a qualitative research course meet students' personal and academic needs, while managing students' and their own exhaustion and fear. Through hybrid Zoom-based focus groups, instructors and students applied a "pedagogy of tenderness" that centered care and humanity as essential to classroom interactions and learning.
Factors Of Motivation In Education: Perspectives Of College Students And Their Professors, Caitlin Reash, Karen H. Larwin
Factors Of Motivation In Education: Perspectives Of College Students And Their Professors, Caitlin Reash, Karen H. Larwin
Journal of Organizational & Educational Leadership
This study examines motivational factors based on college students’ and faculties’ perceptions to determine which factors are most impactful. The researchers utilized Jones’ MUSIC® Model of Motivation College Student and Professor inventories. Both are designed to determine the factors that impact student motivation (Jones, 2020). The Caring factor was the highest endorsed factor by both college students and faculty in all data collections. A paired sample t-test revealed that the Usefulness factor was rated statistically different by faculty and students. These data can be used to inform programmatic decisions and course design in the university’s education department.
Equitizing Engineering Education By Valuing Children’S Assets: Including Empathy And An Ethic Of Care When Considering Trade-Offs After Design Failures, Pamela S. Lottero-Perdue, John Settlage
Equitizing Engineering Education By Valuing Children’S Assets: Including Empathy And An Ethic Of Care When Considering Trade-Offs After Design Failures, Pamela S. Lottero-Perdue, John Settlage
Journal of Pre-College Engineering Education Research (J-PEER)
The broad case being made in this paper is that recognizing student assets—rather than focusing on deficits—is essential for making engineering education more equitable. The paper begins with our exploration of an epistemic practice of engineering, ‘‘making trade-offs,’’ as enacted by kindergartners after experiencing design failure and during redesign. We then acknowledge through a reexamination of data that our understanding of children’s grappling about a trade-off was incomplete without considering another asset that children brought to the design experience: ‘‘enacting empathy and an ethic of care.’’ We argue for the inclusion of this asset as an epistemic practice of engineering. …
Care For Some Lunch? It’S More Than Just Food! Care, Commensality And Pedagogic Meals In Irish Primary Schools, Caroline Mcgowan
Care For Some Lunch? It’S More Than Just Food! Care, Commensality And Pedagogic Meals In Irish Primary Schools, Caroline Mcgowan
Level 3
This expository article addresses a lacuna in policy and practice literature around using primary school lunches as both a pedagogical opportunity and a space to expose children to social and cultural ‘rituals’ that model both care and food sharing as commensality. The article argues that policy literature in this space broadly tends to be concerned with a medicalised paradigm of nutrition, physical and cognitive development, and disease prevention, with scant regard for the impact that natural ‘everyday’ practices of eating and caring can have on enhancing encultured commensality, care and learning.
Encounters With Care: Mentoring Beginning Art Teachers Amid The Pre[Care]Ious Conditions Of Neoliberalism, Christina Hanawalt
Encounters With Care: Mentoring Beginning Art Teachers Amid The Pre[Care]Ious Conditions Of Neoliberalism, Christina Hanawalt
Journal of Social Theory in Art Education
Arguing that significant encounters with care often go unnoticed in a United States’ educational system largely defined by a neoliberal agenda, in this article I undertake a deep investigation of encounters with care that emerged in my experiences mentoring beginning art teachers. I approach these encounters as provocative disturbances that might reveal the nuances and intricacies of the entanglements at work. Through this exploration, I aim to show that these caring entanglements are, in consequential ways, run through with precarity—not only as an existential condition of life, but as a specific set of social, cultural, political, and material relations …
“Some Teachers Just Simply Care”: Respect In Urban Student-Teacher Relationships, Alexandra F. Singer, Shannon Audley
“Some Teachers Just Simply Care”: Respect In Urban Student-Teacher Relationships, Alexandra F. Singer, Shannon Audley
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Teachers are ethically obligated to care for their students. One overlooked means of demonstrating care is through respect. However, because respectful behaviors are culturally dependent, exploring experiences of respect from students of color is needed to provide insight into student-teacher relationships. To understand students’ experiences of respect from teachers in the school setting, we interviewed 12 adolescents and emerging adults of color (M age = 17, SD age = 1.81) who attended Urban schools, about their experiences of respect from their teachers. We deductively and inductively coded the interviews separately for definitions of respect and experiences of respect from teachers …
The Case For Care: Multiyear Teachers Are The Future Of Mobilizing Care In Education, Daisy Culkins
The Case For Care: Multiyear Teachers Are The Future Of Mobilizing Care In Education, Daisy Culkins
#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College
Care is essential to the healthy development of children. If care is not provided within the child’s home, the second most influential sphere within a child’s life where care can be enacted is the school. Community psychology and motivational psychology shed light into how teachers can use care to understand the child as a part of their community and use this understanding to enhance the child’s ability to learn. Education researchers have studied caring teachers to define what care looks like in practice: getting to know students personally, listening to the wants and needs of the child, their parents and …
Bringing C.A.R.E. To The Online Classroom, Charlotte A. Jones-Roberts
Bringing C.A.R.E. To The Online Classroom, Charlotte A. Jones-Roberts
FDLA Journal
Incorporating the element of care is important in creating a positive, online learning experience. This is even more true in the time of the COVID-19 pandemic, and students are reporting increased feelings of stress and isolation. Combining the ideas of humanized online learning, social presence, and care can help instructors to foster and nurture online learning communities. The author attempts to simplify itemized strategies instructors can employ to form the mnemonic device “C.A.R.E.” which stands for: Connection, Attention, Respect, and Energy.