Search results

This chapter engages Heidegger’s notion of caring-for-others to consider what it means to care authentically for young students who are struggling to engage in their professional education. While care is commonly understood as an emotive or cognitive state, from Heidegger’s perspective, caring for students is expressed in human action. In “Being and Time”, Heidegger examines how humans care for one another in variable ways in the course of everyday life and distinguishes between “inauthentic” and “authentic” modes of caring. The author critically builds upon Heidegger’s underdeveloped analysis, which articulates a binary between “leaping in” for others (inauthentic modes), and “leaping ahead” of others (authentic modes). From within this conceptual binary, the author argues that authentic care could be mistaken for the educator’s capacity to somehow always care for students in leaping ahead modes, and that such a view leaves little room for the possibility of pedagogic situations that sometimes call educators to leap in for students. Drawing on an Australian youth work lecturer’s story about her experience caring for a student, the author shows how any authentic caring on the educators’ part is predicated on students leaping ahead of themselves, toward their own futural selves as caring professionals in the world.

This chapter presents a research study that examined post-disaster authentic university academic care resilience (PAUACR) at a Historically Black College and University (HBCU). PAUACR is a university’s and its students’ capacity to bounce back from post-disaster educational challenges. PAUACR requires a strong caring response and authentic academic care environments. For the University of the Virgin Islands (UVI), PAUACR following Hurricanes Irma and Maria was crucial to ensure students successfully completed the academic year. To assess UVI’s PAUACR, this study utilized a caring about academic caregiving inventory (CAACI). This 49-item instrument was used to gain students’ discernment of post-disaster authentic university academic care (PAUAC). The research employed a cross-sectional exploratory survey research design. The empirical analysis found associations between the structural workings of UVI’s academic caregiving in the aftermath of hurricanes Irma and Maria. These findings offer distinctive indicators of UVI’s PAUACR. Along with the findings, this chapter offers practical lessons of academic resilience drawn from the experience of conducting post-disaster research.

This chapter offers an account on the development and usage of a conceptual framework and instrument to examine authentic university academic care (AUAC) at the University of the Virgin Islands (UVI), a non-mainland Historical Black College and University. AUAC is an amalgamation of genuine human concerns and disciplined nurturing within university academic services. This chapter is a synthesis of literature review, data analysis, findings and discussion on AUAC. Data were collected from a convenient sample (n = 126) of UVI students’ responses. An exploratory quantitative research design was used. Exploratory factor analysis identified eight associated caring about academic caregiving criteria in all four-points on the university academic caring carescapes framework. Based on UVI students’ perceptions and a factor-score correlation analysis, academic caregiving of colleges/schools were observed to be the focal point of UVI’s AUAC. Furthermore, the strongest association was found between the academic caregiving of colleges/schools and faculty.

Education in an emergency refers to the accessibility of education among populations that have faced an unforeseen situation in their home country resulting in disruption of their normal lives, including the deterioration of the educational system prevalent in that country. Emergency typically arises from armed conflict or natural disasters. The world has been disrupted by more than 50 armed conflicts since the World War. In recent times, the entire world came to a halt due to the COVID-19 pandemic, which in severely disrupted the prevalent education system. Emergency also affects the economic system of a country, and higher educational institution (HEI) struggles due to lack of funds. Lack of funds and other educational resources, as well as lack of physical security or environmental disasters, lead to a sudden halt in the educational system, throwing students into limbo. The book volume discusses how curriculum needs to be adaptive and collaborate with stakeholders to formulate a teaching learning method that is cognizant of the latest technologies and scientific discoveries. Several interventions have been successfully implemented across the globe and have been discussed in chapters contributed by well-known academics working in the arena of imparting education that is resilient and can deliver quality education in times of crisis.

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a critical global concern, both generally and in relation to business practice. This chapter considers the cultivation of care among business students as one important way of fostering engagement with such concern, with particular attention given to a specific and under-attended area in business research and practice: that of human sustainability. In order to overcome potential limitations of diverse and often disparate streams of research on care, this chapter considers Mayseless’ (2016) integrative framework for understanding caring motivation, and builds upon the four points of intervention for cultivating care that were articulated within that framework. Extant pedagogical research within business and management is used to elaborate additional insights and methods for developing caring skills, caring values, caring teaching and learning communities, and a more extensive vision of care that includes those who might be unknown, different from or distant to us. The framework, insights, methods, and examples discussed in this chapter provide a foundation that can help guide future care-related, ecologically focused pedagogical research and practice.

This study applies Garfinkel’s (1967) concept of ‘breaching experiment’ to explore the impact of COVID-19-induced disruptions on the ‘emotion management’ practices of residential care workers in the United Kingdom and Germany. It examines the influence of professional feeling rules on workers, emphasizing the prescribed importance of displaying affective, empathetic concern for residents’ health and well-being. Findings demonstrate that authenticity and adherence to professional feeling rules in relation to emotional management are not mutually exclusive. The authors underscore how adherence to professional feeling rules upholds authentic care by reinforcing a professional ethos, which acts as a cornerstone motivating residential care workers. Ultimately, the study showcases how a professional ethos substantiates altruistic motivations, guiding proficient emotion management practices among care workers. It highlights how these workers drew upon their personal understanding and experiences to determine the appropriate emotions to express while providing care for residents amid the unprecedented challenges of the pandemic.

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

This paper explores and elaborates on emotions and capability in organizations through the phenomenon of care. Drawing upon multi-disciplinary theory, as well as empirical material from a case study in the hotel industry (involving four organizations), a theoretical framework is offered for understanding the multidimensional, dynamic, social relational nature and role of care in organizations. This is shown through the suggestion of a conceptual framework of four ideal types of practices in frontline work. In the practice of care, emotions are one of the vital parts in a larger whole. Regarding the role of care in organizations, it is suggested that what, and how, one cares for, are continually created, tested, negotiated and/or re-constructed. This paper suggests that the claims regarding care also provide implications for the study and understanding of emotions and capability in organizations.