Understanding caring in context: Negotiating borders and barriers

Webb, Jaci; Wilson, Bruce M.; Corbett, Dickson; Mordecai, Rhonda

doi:10.1007/bf01108044

Cited by 22 publications

(5 citation statements)

References 2 publications

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“…The relevance of reciprocal dialogue is the third common feature in schools across this and other studies (Alder & Moulton, 1998;Noblit et al, 1995;Webb et al, 1993). Reciprocal dialogue entails active listening to one another as equal moral agents; it implies respect and empowerment.…”

Section: Resultsmentioning

confidence: 64%

“…Much of the research on care has been conducted in elementary schools (Neal, 1999;Pierce, 1993) or has limited participants to adults (McLaughlin, 1991;Nazelrod, 1992;Noblit, 1993;Stark, 1991). The importance of understanding the perceptions of the meaning of caring relationships from the perceptions of the carer and the cared for was underscored in a study by Webb, Wilson, Corbett, and Mordecal (1993), which sought perceptions of students, teachers, administrators, and parents. Findings indicated that each group thought it cared about the other groups, but no group ever consulted the other.…”

Section: Research On Care In Schoolsmentioning

confidence: 99%

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Interpretations of the Meaning of Care

Alder

2002

Urban Education

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The purpose of this qualitative study was to examine how caring relationships are created and maintained between middle school students and their teachers. Through conducting interviews, holding focus group sessions, and making classroom observations, urban students' perceptions of caring relationships with teachers are revealed. Open and axial coding of transcribed tapes and field notes led to findings suggesting that teachers are seen as caring when they know their students well, provide personalized leadership for their students, teach to understanding and are academically helpful, and hold high expectations for behavior and achievement. Clearly, these urban students felt it was important for teachers to care. Questions are raised for further investigation on the issues of power and control in the urban classroom.Caring for students is frequently cited by novice teachers as a primary rationale for entering the teaching profession (McLaughlin, 1991); yet surprisingly little attention is given in the research as to what it means to care and how caring relationships are created and maintained with students. Teaching middle-level urban youth is an exceedingly complex undertaking. Urban students, responding in part perhaps to years of teachers who do not know how to create caring relationships with them, sometimes adapt the posture of daring teachers to teach them anything (Haberman, 1987). The adage "Urban students have to know you care before they care what you know" underscores the importance of providing caring moral education that is experiential and tied to a sense of community has been 241

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Section: Resultsmentioning

confidence: 64%

Section: Research On Care In Schoolsmentioning

confidence: 99%

Interpretations of the Meaning of Care

Alder

2002

Urban Education

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“…Although the institutionalization of caring relationships lags in the USA, both theoretical (Noddings, 2005) and empirical (Alder, 2002;Baker, Terry, Bridger, & Windsor, 1997;Webb, Wilson, Corbett, & Mordecai, 1993) work has indicated the importance of care in education. Noddings' (2005) caring provided a philosophical underpinning regarding the importance of relationships that pervades all decisions made in schools, including curriculum, instruction and organizational design.…”

Section: Caring and School Engagement: The Contribution Of Educationmentioning

confidence: 96%

Educating students with insecure attachment histories: toward an interdisciplinary theoretical framework

Kennedy

2008

Pastoral Care in Education

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Middle school students with insecure attachment histories present a particular challenge for school personnel. These students frequently cause behavioural disruptions and fail to academically engage in course content. This paper draws from attachment theory, as well as literature in the fields of education, neurobiology and psychology, to establish a theoretical framework for future research on teachers and attachment. The framework illustrates conceptual linkages between research from these academic disciplines to show that teachers can play a role in the rehabilitation of students' internal working models and attachment strategies, especially during this key developmental period.

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“…Multiple studies have noted the important influence of contextual factors like school location and cultural background on understandings of caring (Antrop‐González & De Jesús, ; Hayes, Ryan, & Zseller, ; Webb, Wilson, Corbett, & Mordecai, ). Webb, et al's findings suggest that individual biographies and cultural histories play key roles in the process of developing conceptualisations of care.…”

Section: Introductionmentioning

confidence: 99%

Implications of Teacher Life–Work Histories for Conceptualisations of ‘Care’: Narratives from Rural Zimbabwe

Coultas

Broaddus

Campbell

et al. 2015

Community & Applied Soc Psy

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Schools are increasingly seen as key sites for support to HIV‐affected and other vulnerable children, and teachers are assigned the critical role of identifying and providing psychosocial support. Drawing on the life–work history narratives of 12 teachers in Zimbabwe, this paper explores the psychosocial processes underpinning teachers' conceptualisations of these caring roles. The influence of prolonged adversity, formative relationships, and broader patterns of social and institutional change in teacher identity formation processes speak to the complex and embodied nature of understandings of ‘care’. In such extreme settings teachers prioritise the material and disciplinary aspects of ‘care’ that they see as essential for supporting children to overcome hardship. This focus not only means that emotional support as envisaged in international policy is commonly overlooked, but also exposes a wider ideological clash about childrearing. This tension together with an overall ambivalence surrounding teacher identities puts further strain on teacher–student relationships. We propose the current trainings on providing emotional support are insufficient and that more active focus needs to be directed at support to teachers in relation with their students. © 2015 The Authors. Journal of Community & Applied Social Psychology published by John Wiley & Sons Ltd.

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Understanding caring in context: Negotiating borders and barriers

Cited by 22 publications

References 2 publications

Interpretations of the Meaning of Care

Interpretations of the Meaning of Care

Educating students with insecure attachment histories: toward an interdisciplinary theoretical framework

Implications of Teacher Life–Work Histories for Conceptualisations of ‘Care’: Narratives from Rural Zimbabwe

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