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Revisioning Care in the Pursuit of Educational Equity
Sat, April 13, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 100, Room 105ASession Type: Symposium
Abstract
For decades, Noddings’ (1988) care framework has provided meaningful guidance for educators seeking to care for their students. This session includes five papers, each presenting their empirical work on expansive framing of care. Together, the five papers present a vision of perspectives on care as a theoretical framework and offer pedagogical practices specifically aimed at dismantling racial injustice and constructing educational possibilities for individual students and education writ large. Through synthesis of multiple points of view, this symposium seeks to add to practice and theoretical literature about equity and social justice that attend to and support teachers’ and students’ learning.
Sub Unit
Chair
Papers
Designing a New Practice of Care in Teacher Education: Co-Constructing Care in Post-COVID Learning Environments - Gavin Tierney, California State University - Fullerton; Paul S Sutton, Pacific Lutheran University; Rebecca Smith, University of Portland
Designing for Justice-Oriented Critical Caring in Science Teacher Education - Enrique Suárez, University of Massachusetts - Amherst; Christina Krist, Stanford University
Centering Care in the Classroom: Approaching Authentic Problems of Practice With Secondary Education Teacher Candidates - William Toledo, California State University - Fullerton; Kira LeeKeenan, California State University - Fullerton; Gavin Tierney, California State University - Fullerton
Learning Civic Engagement Through Intersectional Care - Molly V. Shea, University of Washington; Emma Elliott, University of Washington; Christina Guevara, University of Washington
Sharing the Burden of Care: Explorations Into the Role of Technology, Pedagogy, and the Learning Community - Preeti Raman, Toronto Metropolitan University; Lynda Yearwood, Upper Canada College