Is Caring Pedagogy Really So Progressive? Exploring the Conceptual and Practical Impediments to Operationalizing Care in Higher Education

Walker‐Gleaves, Caroline

doi:10.1007/978-3-030-13566-9_5

Cited by 15 publications

(10 citation statements)

References 27 publications

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“…Our department’s responses to these challenges reflect core practices of care-informed pedagogy. Existing scholarship on care-informed pedagogy has shown that care and empathy improve student learning (Fain 2020; Karakaya 2021; Mehrotra 2021; Molock and Parchem 2021; Motta and Bennett 2018; Robinson et al 2020; Salazar 2013; Soria et al 2020; Sutton 2020; Walker-Gleaves 2019). By combining our data with this existing literature, we show how care-informed pedagogy can address the challenges of remote teaching during a pandemic as well as how it can continue to benefit student learning in the future.…”

Section: Discussion: Remote Teaching and Care-informed Pedagogymentioning

confidence: 99%

“…In doing so, many instructors addressed the remote-teaching challenge of providing flexibility without losing feelings of belonging to a community, which is an issue raised by experts on remote teaching (Baker et al 2020; Conrad and Donaldson 2012; Driscoll et al 2012; Eringfeld 2021; Gillis and Krull 2020; Hsiao 2010; Wanner and Palmer 2015). Searching for this balance aligned many instructors with several principles of care-informed pedagogy, including the importance of fostering a community among students, facilitating interactions between students and instructors, and making students feel heard through discussion (Baker et al 2020; Imad 2020; Robinson et al 2020; Walker-Gleaves 2019). These design decisions in response to the challenges of remote teaching during COVID-19 highlight the value of care-informed pedagogy.…”

Section: Discussion: Remote Teaching and Care-informed Pedagogymentioning

confidence: 99%

“…These strategies, including structured synchronous discussions, regularly checking in with students, and communicating a clear course structure, are all recommended by care-informed pedagogy. Care-informed pedagogy emphasizes the importance of meaningful relationships for students with their instructors and peers as well as the role instructors’ clear and consistent communication plays in student learning (Kaplan-Rakowski 2021; Karakaya 2021; Rapanta et al 2020; Robinson et al 2020; Walker-Gleaves 2019). Changing the course in response to student feedback is also an example of power sharing between students and instructors (Mehrotra 2021).…”

Section: Discussion: Remote Teaching and Care-informed Pedagogymentioning

confidence: 99%

“…Care-informed pedagogy encourages instructors to practice empathy and consider how their students’ identities and experiences impact learning (Carello n.d.; Karakaya 2021; Motta and Bennett 2018; Robinson, Al-Freih, and Kilgore 2020; Shelton et al 2020). An instructor practicing care-informed pedagogy incorporates students’ wisdoms in the process of learning, collaborates with students to remedy challenges, and develops a safe learning community by critically engaging questions of power, privilege, and positionality in the classroom (Karakaya 2021; McMurtrie 2020; Mehrotra 2021; Mehta and Aguilera 2020; Roach 2020; Salazar 2013; Walker-Gleaves 2019). Studies show that when students feel heard and cared for in the classroom, their participation in the course improves.…”

Section: Literature Reviewmentioning

confidence: 99%

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Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

et al. 2021

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How did instructors design their sociology courses for remote teaching during the 2020–2021 academic year, and what challenges did they face in teaching those courses? To answer these questions, we surveyed lead instructors and graduate teaching assistants (n = 77) in the Sociology Department at the University of Michigan, supplemented by interviews with students and our experiences as remote course consultants. Through this case study, we found that instructors cited increased workload and lack of connection as challenges with remote teaching, in addition to pandemic-related struggles. Most instructors reported using either synchronous or a mix of synchronous and asynchronous instruction in course design, incorporating both formative and summative assessments, and implementing communication and community-building strategies to establish connections with and among students. We argue that these challenges and course designs highlight the importance of care-informed pedagogy to not only remote teaching in 2020–2021 but also sociology instruction in general.

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Section: Discussion: Remote Teaching and Care-informed Pedagogymentioning

confidence: 99%

Section: Discussion: Remote Teaching and Care-informed Pedagogymentioning

confidence: 99%

Section: Discussion: Remote Teaching and Care-informed Pedagogymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

et al. 2021

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“…self-serving or merely expedient" (p. 220-221). In higher education, both relational and caring teaching resonates with statements endorsing care for students, responsiveness and caring faculty, and caring philosophies oriented toward inclusion and empowerment (Walker-Gleaves, 2019). As such, it is important to consider how caring and trust manifests in educational communities, and how the actions of educational administrators support the mission of institutional care.…”

Section: Rethinking Administration As a Caring And Trusting Actmentioning

confidence: 99%

Administrative Leadership in Times of a Global Health Crisis: Voices and Images From the Field

DeMartino

Weiser

2021

Front. Educ.

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The novel coronavirus (COVID-19) pandemic took the world into crisis. We saw the virus alter a multitude of spheres worldwide, including our healthcare, economies, politics, social processes, and education. In fact, the impact of COVID-19 on educational administration took our leaders into forced emergency measures. Our study aims to better understand the experiences of educational administrators under crisis to ascertain what might be learned on how educational institutions may better respond to the crisis in the future. These stories were collected from educational leaders, both from K-12 and higher education, throughout the United States. In brief, this article is framed in the theory and literature associated with the complexity of leading in times of crisis. We explore the resiliency of leadership forged in crisis and the rethinking of administrative as administration as a caring and trustful acts. Our research began as a hermeneutic phenomenological interview study, but transitions into a two-round project, where after the first interview, participants were invited to share some images that typify and speak to the experiences being educational administrators during this time. We are engaged in sensitive topics that are ongoing and changing. Moreover, throughout, we are asking for images that speak to their experiences. Across both K-12 and higher education, our results indicated varied responses, from immediate to delayed administrative action. However, albeit they looked contextually different, there are clear indications the participants valued continuous, transparent communication, authentic caring, trust, and agency. In our discussion, we elaborate on the distinction between what the institutional response was as compared to what was valued by our educational leaders. Finally, as a contribution to the field, we seek to provide guidance for future administrators in crisis based on our own experiences and the recommendations provided by our educational leaders.

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Introduction

Baker,

Burke

2023

Questioning Care in Higher Education

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Is Caring Pedagogy Really So Progressive? Exploring the Conceptual and Practical Impediments to Operationalizing Care in Higher Education

Cited by 15 publications

References 27 publications

Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy

Administrative Leadership in Times of a Global Health Crisis: Voices and Images From the Field

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