Culturally Relevant Care Through the Lens of Duoethnography

Koonce, Jacqueline B.; Lewis, Karin A.

doi:10.46743/2160-3715/2020.4489

Cited by 4 publications

(1 citation statement)

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“…Our study contributes to the debates on cultivating an ethic of care in higher education. We agree with Koonce and Lewis (2020, p. 1733) and recommend that further research needs to “explore ways to cultivate an ethic of care in critical pedagogy to transcend boundaries, engender trust, develop mutual understanding and respect, and reciprocity in empathic teaching-learning relationships”. We acknowledge that our trio of voices is a limitation as we find ourselves negotiating webs of change and challenging harmonies within a specific context.…”

Section: Recommendationsmentioning

confidence: 68%

A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

Joseph

Lahiri-Roy

Bunn

2021

QRJ

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PurposeThis research is situated at a metropolitan university in Melbourne (Australia) where the authors work in initial teacher education programs within the same faculty. The purpose of this study is to raise awareness that collegial, collaborative and “co-caring” environments can foster an improved sense of belonging, acceptance and inclusion in the academy. They also argue that communities of practice may foster an improved sense of belonging that enhances empowerment and harmony among all staff in academia in pandemic times and beyond.Design/methodology/approachThe authors draw on case study methodology as a qualitative approach to understand and illuminate the phenomena under study. Case study methodology provides an in-depth understanding of their trifocal voices, as it allows them to voice their stories through collaborative autoethnography. The authors use self-narratives to unpack their sense of belonging in academic spaces. Collaborative autoethnography (CAE) enabled them to work together as a team of women and as a community of researchers.FindingsThe findings foreground the responsibilities of casual staff while concomitantly articulating the challenges faced by both permanent and casual staff to create a “sense of belonging” in the academy. The authors found that social connection engenders a sense of belonging and inclusion within a space that is often beset by neoliberal ideologies of competitiveness and individual achievement. They articulate their stress, pressure and uncertainty as permanent and as casual academics working supportively to develop and maintain identity in very difficult circumstances. They share how they developed professional relationships which bring unforeseen benefits and personal friendship at a time of especially restrictive practices.Research limitations/implicationsThe paper includes three voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. Employing CAE offers the possibility of delving more deeply into the emotional complexities inherent within this method for further research. They recommend a sense of “co-caring” as a form of pastoral care in the “induction program” for all academics including casual staff. While this may not “strategically” fit in with many because of power imbalances, the journey of co-caring and sharing and building friendships within the academy has a limited presence in the literature and calls for further investigation.Practical implicationsThe authors draw attention to the need for higher education institutes to recognise the role permanent staff play when working with casual academics.Social implicationsThe authors draw attention to the need to be inclusive and collaborative as a way to improve the divide and strengthen connections between permanent and casual academics at university worksites. This is imperative given the shifting demographics within Australia and its workforce. They also highlight issues of race in the academy.Originality/valueThis is an original work carried out by the authors. It raises concerns about a sense of belonging in the academy, job certainty and the place of people of colour as these issues may also be experienced by other full-time and casual academics.

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Section: Recommendationsmentioning

confidence: 68%

A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

Joseph

Lahiri-Roy

Bunn

2021

QRJ

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Barefoot Strangers: Multinational Digital Epistemologies of Academic Moms, Mamás, Mamy, Umahat

Boutelier

Leonowicz-Bukała

Martínez-Suárez

et al. 2023

Academic Mothers Building Online Communities

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‘Staying Apart Yet Keeping Together’: Challenges and Opportunities of Teaching During COVID-19 Across the Tasman

Joseph

Trinick

2021

NZ J Educ Stud

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COVID-19 has had a profound effect on higher education institutions across the world. The rapid shift to blended teaching has meant changes to ways of teaching and learning. Author One (Australia) and Author Two (New Zealand) are tertiary academics in initial teacher education programmes. In this paper, they draw on narrative enquiry as a way to tell their stories of how they had to rapidly move from of face-to-face teaching to an emergency situation of online (cloud) teaching and learning. Through shared reflection, they offer a snapshot of their lived experience teaching music education, managing students and staff. In the findings, they discuss key challenges and opportunities they encountered in relation to student participation and engagement, teaching and learning, and wellbeing. Staying connected with each other across the Tasman Sea, using email and Zoom were important forms of providing mutual support that contributed positively to their sense of wellbeing as academics during this stressful time. They contend that universities need to consider the more human aspect of changes that have impacted staff and students. They question what the future will hold for initial teacher education programs post 2020. They suggest working collaboratively with schools, professional organisations, and industry when designing new programmes as the landscape of higher education changes due to the ongoing pandemic.

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Culturally Relevant Care Through the Lens of Duoethnography

Cited by 4 publications

References 0 publications

A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

A trio of teacher education voices: developing professional relationships through co-caring and belonging during the pandemic

Barefoot Strangers: Multinational Digital Epistemologies of Academic Moms, Mamás, Mamy, Umahat

‘Staying Apart Yet Keeping Together’: Challenges and Opportunities of Teaching During COVID-19 Across the Tasman

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