Conceptualizing Teachers’ Care Work: Lessons from Black Women and Trans- and Non-binary Teachers

• In Event: Women of Color Leading: Decolonizing Resistance and Radical Care

Abstract

Governments and educational stakeholders increasingly recognize the urgent need to address social issues related to care within public education. Teachers engage in various forms of care work, such as food security and social-emotional learning, across PK-12 schools. Building on Fisher and Tronto’s (1990) scholarship, we introduce a conceptual framework to unpack the complexities of teachers’ care work, comprising five elements: recognition, willingness to respond, direct action, reaction to the care process, and solidarity. We apply this framework to explore the care work of Black women teachers and trans and non-binary (TGNB) educators. This framework enhances our understanding of the role of care in teachers’ work and mobilizes the care they deserve. Recognizing and articulating the care these teachers provide and need is a step towards solidarity and reparations, honoring their contributions to public education.

Authors

• Sarah A. Ann Robert, University at Buffalo (SUNY)

• Moza Coote, New York City Public Schools

• Heather K. McEntarfer, SUNY Fredonia