Conference Report: ‘Ethics and Social Welfare in Hard Times’, London, 1–2 September 2016

Calder, Gideon; Banks, Sarah; Barnes, Marian; Burke, Beverley; Fenge, Lee‐Ann; Lloyd, Liz; Smith, Mark; Smith, Steve; Ward, Nicki; Clifford, Derek

doi:10.1080/17496535.2016.1239603

Cited by 3 publications

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“…Attention to the place of care in our work can be political, pushing back against the ‘neoliberal cascade’ (Connell, 2013) in education where care is diminished and the focus is upon individuals who are autonomous and rational citizen/workers rather than on education as an encounter between interconnected, fragile and complex humans. Finding ways to express the importance of care in all its complexity and specificity is vital in our current environment of ungenerous neoliberalism (Calder et al, 2016). This will entail exploring the significant levels of professional knowledge, decision-making and ongoing reflection required for the building and sustenance of caring relationships with colleagues, families and children.…”

Section: A Provocation To Care In Ececmentioning

confidence: 99%

Exploring the care in early childhood education and care

Ailwood

2017

Global Studies of Childhood

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The place of care in early childhood education and care (ECEC) is a wicked problem. It is a problem that, I argue, needs to be explored, investigated and 'spoken of'. The aim of this Special Issue is to speak of care and the specificity and multiplicity of care in early years knowledges, relationships and practices. Care is difficult to define. Like play, care can be assumed as an inherently good part of ECEC, and in a heavily feminised work environment, it is easily assumed to be simply part of what an early childhood educator naturally does. However, I suggest that it is dangerous to assume that we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the singularity, complexity and the multiplicity of care in ECEC environments. Others have also made the suggestion that care should be articulated more carefully. Dahlberg and Moss (2005), for example, have pointed out that in the context of ECEC, care is rarely developed and discussed in any great depth or with any sense of robustness. The word 'care' sits within the language of the early years associated with providing a safe place for children to be supervised and have their needs attended to, an association that raises problematic nostalgia about home and family life where care, mothering and maternalism are idealised (Ailwood, 2007). As Connell (2013) notes, all education requires care. Whether we are teaching 2-year-olds or adult research students, our work and professional identities as teachers are folded through with care (Acker, 1995). In ECEC, we have built a robust language for talking of the educational and pedagogical work that we do. However, as Mol (2008) suggests in the field of medicine, 'the ideal of good care is silently incorporated in practices and does not speak for itself … The aim is to articulate the specificities of good care so that we may talk about it' (p. 2). Education, like medicine, is a social and human endeavour, and as such care underpins educational relationships, just as it does medical relationships. Care is entwined in our work as teachers, and most explicitly in the early years. The papers presented in this Special Issue argue that we should not delegitimise or leave this aspect of our work unspoken; instead, we can engage in reasserting and naming the place of care in our work. Care: ethics and politics An enduring and widely cited definition of care was developed by Tronto and Fisher in the early 1990s and is self-cited here by Tronto (2010):

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Section: A Provocation To Care In Ececmentioning

confidence: 99%

Exploring the care in early childhood education and care

Ailwood

2017

Global Studies of Childhood

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“…And alongside the ethical questions raised at the grandest level in the wake of the crash are those faced in the everyday contexts of social welfare practice. All of this puts ethical questions into sharp focus (Calder et al 2016). Arguably, it raises the stakes when it comes to ethical practice.…”

Section: Editorialmentioning

confidence: 99%

Editorial

Calder

2018

Ethics and Social Welfare

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Punishment and Welfare: Defending Offender’s Inclusion as Subjects of State Care

Coverdale

2017

Ethics and Social Welfare

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Many criminal offenders come from disadvantaged backgrounds, which punishment entrenches. Criminal culpability explains some disadvantageous treatment in state-offender interactions; yet offenders remain people, and 'some mother's child', in Eva Kittay's terms. Offending behaviour neither erases needs, nor fully excuses our responsibility for offenders' needs. Caring is demanded in principle, recognising the offender's personhood. Supporting offenders may amplify welfare resources: equipping offenders to provide self-care; to meet caring responsibilities; and enabling offenders' contribution to 2 shared social life, by providing support and furthering the choices of others seeking to engage with them. The desistance paradigm (viewing desistance from offending as a process, following from an offender's active choice in the context of stabilising social structures and personal circumstances), implies that a supportive environment may facilitate reduced recidivism. While decisions about criminal culpability need justice, we may use state resources most effectively by also including care ethics in our thinking about punishment.

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Conference Report: ‘Ethics and Social Welfare in Hard Times’, London, 1–2 September 2016

Cited by 3 publications

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Exploring the care in early childhood education and care

Exploring the care in early childhood education and care

Editorial

Punishment and Welfare: Defending Offender’s Inclusion as Subjects of State Care

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