The care ceiling in higher education

Lynch, Kathleen; Ivancheva, Mariya; O’Flynn, Micheal; Keating, Kathryn; O'Connor, Monica

doi:10.1080/03323315.2020.1734044

Cited by 22 publications

(15 citation statements)

References 56 publications

(43 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It also involved research with those who were cared for as well as carers. The studies were qualitative: over 200 conversations and interviews were held with people from different social class, age, gender and ethnic backgrounds, and in different care and professional settings; focus groups, site visits and observations within organizations and households were undertaken, while documentary evidence was also compiled (Ivancheva et al, 2019;Lynch et al, 2009bLynch et al, , 2012Lynch et al, , 2020. 2 What is clear from these studies is that the nurturing work that produces love, care and solidarity is identified by those doing and receiving it as a distinct set of social relations that have a formative impact and are deeply normative in character.…”

Section: Introductionmentioning

confidence: 99%

Care and affective relations: Social justice and sociology

Lynch

Kalaitzake

Crean

2020

The Sociological Review

Self Cite

View full text Add to dashboard Cite

This article examines the ways in which the care-indifferent and gendered character of much political egalitarian theory has contributed to a disregard for the care-relational dimensions of social injustice within the social sciences. It demonstrates how the lack of in-depth engagement with affective relations of love, care and solidarity has contributed to an underestimation of their pivotal role in generating injustices in the production of people in their humanity. While humans are political, economic and cultural beings, they are also what Tronto has termed homines curans. Yet, care, in its multiple manifestations, is treated as a kind of ‘cultural residual’, an area of human life that the dominant culture neglects, represses and cannot even recognize for its political salience. If sociology takes the issue of relational justice as seriously as it takes issues of redistribution, recognition and political representation, this would provide an intellectual avenue for advancing scholarship that recognizes that much of life is lived, and injustices are generated, outside the market, formal politics and public culture. A new sociology of affective care relations could enhance a normatively-led sociology of inequality, that is distinguishable from, but intersecting with, a sociology of inequality based on class (redistribution), status (recognition) and power (representation). It would also help change public discourse about politics by making affective in/justices visible intellectually and politically, and in so doing, identifying ways in which they could be a site of resistance to capitalist values and processes.

show abstract

Section: Introductionmentioning

confidence: 99%

Care and affective relations: Social justice and sociology

Lynch

Kalaitzake

Crean

2020

The Sociological Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…Despite this, Dorie described a sense of urgency around creating a more reliable structure for students as well as her of paraprofessionals as soon as possible, explaining: "I'm trying to figure out the structure and schedule that will work for everyone." Dorie's experiences at home were also representative of other teachers in our sample insofar as heterosexual couples with children in which both spouses worked during the shutdown tended to rely disproportionately on mothers to provide childcare, mirroring the experiences of mothers across the United States and other parts of the Global North (Calarco et al, 2021;Lynch et al, 2020). Dorie's description of her husband having a full-time job and being "very busy right now" could be seen as applying equally, if not more, to her own circumstance.…”

Section: Caring For Selfmentioning

confidence: 88%

“…Within institutions such as schools, as well as other noneducational organizations, scholars have long noted that care work is frequently uncompensated and left to females (Lynch et al, 2020). In fact, some conceptualizations of care work in schools are themselves rooted in normative notions of femininity.…”

Section: Care Work Teaching and Gendermentioning

confidence: 99%

The benefits and burdens of care: A gendered analysis of American elementary school teachers navigating uncertainty at the onset of the COVID-19 pandemic

Cohen

Willemsen

2022

Front. Educ.

View full text Add to dashboard Cite

This paper brings together anthropology of uncertainty and gender and education to examine the gendered daily experiences of elementary level teachers in the United States at the onset of the COVID-19 emergency. We found that teachers responded to ongoing uncertainty through various forms of care both at work and home: care for students and their families, their colleagues, their school community, their own families, and when possible, themselves. We argue that this care work served as a key mechanism that teachers used to navigate the uncertainty posed by the pandemic while simultaneously serving as a weight that exacerbated their stress, anxiety, and workload, and ultimately limited their capacity to care for themselves. Additionally, we argue that the care-laden responses of elementary school teachers to this crisis both reflect and reify the particularly gendered ways that women are tasked with the necessary work of nurturing in schools as well as in families. This work makes a theoretical contribution to the literature on education in emergencies by framing the concept of emergency through the lenses of uncertainty and gender. We show how providing education in emergency settings can be a productive process functioning along relational and temporal axes. Furthermore, we shed light on the day-to-day work of teachers in a global health emergency and provide a framework for understanding the immense and often gendered care work they do. Finally, by situating this article in the United States, we seek to highlight the presence of emergencies across the Global North, thereby making a case for extending the concept of emergency within the field of education in emergencies beyond the Global South. By examining early pandemic patterns of intensive care work conducted by teachers, this paper helps to explain the global crisis of teacher burnout and attrition 2 years after the pandemic began and offers insight for those seeking to prevent teacher burnout in the next emergency.

show abstract

“…However, there is danger in focusing on 'an image of academic development as precarious and liminal [as opposed to] powerful' (Roxå and Mårtensson 2017). Career conditions must be considered within a broader picture of working conditions in Irish Higher Education where 'idealised care-free worker model operates as a care ceiling over women particularly' (Lynch et al 2020) where racism and sexism persist (Kempny and Michael 2021;MacNeela et al 2022) and which people navigate by many intersectionalities that mark them as not of the ideal.…”

Section: P O S T P R I N Tmentioning

confidence: 99%

Who cares about learning design? Near future superheroes and villains of an educational ethics of care

Costello

Welsh²,

Girme

et al. 2022

Learning, Media and Technology

View full text Add to dashboard Cite

This article undertakes a critical appraisal of learning design and its relation to ethical ideas of care. We give an account of three personae of near future learning designers, developed using speculative methods, seeded with real-world data comprising job advertisements and validated with learning designers. The personae illustrate conflicts about the role of learning designers within the teaching and research missions of the academy and issues of care or lack thereof for these workers. The disembodied skills of learning designer job advertisements are contrasted with the bodies of (more than) real people that can suffer and care. We finish by contributing elements of a speculative job advertisement for a learning designer, who will help shape educational spaces of the near future by entangled care and unencumbered attentiveness.

show abstract

The care ceiling in higher education

Cited by 22 publications

References 56 publications

Care and affective relations: Social justice and sociology

Care and affective relations: Social justice and sociology

The benefits and burdens of care: A gendered analysis of American elementary school teachers navigating uncertainty at the onset of the COVID-19 pandemic

Who cares about learning design? Near future superheroes and villains of an educational ethics of care

Contact Info

Product

Resources

About