Hearing the Difference: Theorizing Connection

Gilligan, Carol

doi:10.1111/j.1527-2001.1995.tb01373.x

Cited by 240 publications

(108 citation statements)

References 6 publications

(5 reference statements)

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“…Allatt's definition of emotional capital is close to what sociologists and psychologists have described in care literature as the gendered and socialised disposition to care, and to perform the work that care implies (Gilligan 1995;Chodorow 1978;Lynch and Lyons 2008;Delphy and Leonard 1992). Emotional capital as a care resource clearly involves sensitivity to a repertoire of emotions in oneself and others.…”

Section: Theoretical Frameworkmentioning

confidence: 71%

Gendered capital: emotional capital and mothers’ care work in education

O’Brien

2008

British Journal of Sociology of Education

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This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second-level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in-depth study of mothers' routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers' capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers' access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around 'parental' involvement. Keywords: emotional capital; solidary relationships, moral imperative to careIntroduction Currently, in the West, political and economic climates have required that public policies including educational policy and practice be subject to often unquestioned criteria of rationality, measurability and performativity with little consideration for the affective/emotional context of life (Baker et al. 2004). This paper seeks to explore the relations of production of what has been regarded as the softer, non-productive and 'messier' aspects of social life (Delphy and Leonard 1992;Tavris 1993). It is concerned with the domain of the emotions and the reality of caring relations in the educational field. The paper explores the educational work mothers carry out in caring for their children at the transfer from first-level to second-level education. It concentrates on the emotional work of mothers rather than 'parents' as a considerable body of research has indicated that mothers are primary education workers in ways that men traditionally are not

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Section: Theoretical Frameworkmentioning

confidence: 71%

Gendered capital: emotional capital and mothers’ care work in education

O’Brien

2008

British Journal of Sociology of Education

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“…The denial of self in such feminine, rather than feminist, paradigms of care may actually serve to undermine the possibility of interpersonal connection and bonding (Gilligan, 1995), negating the very essence of mentoring that such evocative appearances seek to convey. This indicates inadequacies in the liberal and radical feminist critiques of mentoring considered earlier in this paper, because they continue to buy into that very myth of feminine care.…”

Section: (2)… Promotes a Stereotype Of Feminised Caringmentioning

confidence: 99%

Righting rewritings of the myth of Mentor: A critical perspective on career guidance mentoring

Colley

2001

British Journal of Guidance & Counselling

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Mentoring is now a favoured policy initiative in a number of countries, including Britain and North America, both as an element of professional development, and in addressing social exclusion. The former is of direct relevance to teacher education. The latter is a key issue affecting teachers today, as they have to liaise with mentors allocated to pupils and students. Yet the concept of mentoring remains confused. This paper reviews the literature, deconstructing its mythical representations and its celebratory bias. It applies, from a feminist perspective, the dialectical materialist method to the inter-relationships between essence and appearance in mentoring. It identifies four distinct historical stages in its development. These reveal that official concepts of mentoring have shifted from dominant groupings reproducing their own power, to subordinate groupings reproducing their own oppression. The conclusion suggests a research agenda for more detailed empirical investigation of mentoring in the field of teacher education.'Rough Guide' 1 (1) A 'Rough Guide' to the history of mentoring from a marxist feminist perspective HELEN COLLEYABSTRACT Mentoring is now a favoured policy initiative in a number of countries, including Britain and North America, both as an element of professional development, and in addressing social exclusion. The former is of direct relevance to teacher education. The latter is a key issue affecting teachers today, as they have to liaise with mentors allocated to pupils and students. Yet the concept of mentoring remains confused. This paper reviews the literature, deconstructing its mythical representations and its celebratory bias. It applies, from a feminist perspective, the dialectical materialist method to the inter-relationships between essence and appearance in mentoring. It identifies four distinct historical stages in its development. These reveal that official concepts of mentoring have shifted from dominant groupings reproducing their own power, to subordinate groupings reproducing their own oppression. The conclusion suggests a research agenda for more detailed empirical investigation of mentoring in the field of teacher education.

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“…Justice ethics promotes individuality and autonomy, and view dependency as a hinder for individual self-realization (Gilligan, 1982). The connection between ethics and sex is -according to Gilligan (1995) -developed in early childhood through the internalization of the interpretive framework of patriarchy that outlines what it means to be a girl or a boy. Although, the concepts of caring ethics and justice ethics is associated to gendered ways of being, it does not mean that all women adopt a caring ethics, or that all men adopt a justice ethics.…”

Section: Discussion: Transparency Responsibility and Gendermentioning

confidence: 99%

Teachers’ Perceptions about their Responsibility for what Pupils Do on Social Media

Thunman

Persson

Lövén

2018

IJLTER

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Abstract. Contributing to the knowledge about teachers' educational use of social media, the aim of this article is to explore Swedish secondary school teachers' understanding of their duties of care and responsibilities for what pupils do on social media. The article draws on data from a mixed method study, consisting of an interview study and a national survey. The findings from the survey show that some groups of teachers are more likely than others to express responsibility for pupils, especially teachers who use many different social media, those who use them in contact with pupils, teachers working at private schools, and female teachers. The subjective experiences from the interviews are supported by the findings from the survey -indicating a correlation between social media usage and level of perceived responsibility. The more the teachers use social media, and thereby get access to more personal information about the pupils, the greater the likelihood that the teachers will perceive that they have some responsibility for what the pupils do on social media. The meaning of the findings is discussed in relation to the theory of caring ethics.

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Hearing the Difference: Theorizing Connection

Cited by 240 publications

References 6 publications

Gendered capital: emotional capital and mothers’ care work in education

Gendered capital: emotional capital and mothers’ care work in education

Righting rewritings of the myth of Mentor: A critical perspective on career guidance mentoring

Teachers’ Perceptions about their Responsibility for what Pupils Do on Social Media

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