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Description
Integrating philosophy with qualitative studies with early childhood and elementary educators, this book offers a descriptive account of care as it informs, confines, and inspires the actions of current educators. It is widely understood that care is a central part of teaching but the word is common enough to have lost its meaning. Furman argues that despite a rising focus on socio-emotional learning, schools continue to be experienced as uncaring spaces. She highlights teachers' positive accounts of caring to reaffirm their voices and offer an account of care that teachers will find helpful and empowering. Each chapter opens with an accompanying image – a photograph taken by an early childhood teacher as part of a project and shared with their permission. The philosophers and educationalists discussed in the book include Nel Noddings, Vanessa Siddle Walker, David Hansen, Doris Santor, Michel Foucault, Sara Ahmed, and Eva Kittay.
Accessibility Information
Additional accessibility information
- PDF/UA-2, 1.4
- accessibility@bloomsbury.com
Hazards
The publication contains no hazards
Support for non-visual reading
Has alternative text descriptions for images
Navigation
- Page list to go to pages from the print source version
- Elements such as headings, tables, etc for structured navigation
- All or substantially all textual matter is arranged in a single logical reading order
Table of Contents
Introduction
1. Caring Conduct
2. Care in Relationship
3. Care for the Whole Child
4. The Carer
5. Precarity and Care as Counter-Conduct
Conclusion
References
Index
Product details
| Published | Feb 09 2027 |
|---|---|
| Format | Ebook (PDF) |
| Edition | 1st |
| Pages | 144 |
| ISBN | 9781350594968 |
| Imprint | Bloomsbury Academic |
| Series | Philosophy of Education in Practice |
| Publisher | Bloomsbury Publishing |
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