How Do You (Demonstrate) Care in an Institution That Does Not Define 'Care'?

Autor/inn/en	Baice, Tim; Fonua, Sonia M.; Levy, Ben; Allen, Jean M.; Wright, Tepora
Titel	How Do You (Demonstrate) Care in an Institution That Does Not Define 'Care'?
Quelle	In: Pastoral Care in Education, 39 (2021) 3, S.250-268 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baice, Tim) ORCID (Fonua, Sonia M.) ORCID (Levy, Ben) ORCID (Allen, Jean M.) ORCID (Wright, Tepora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2021.1951339
Schlagwörter	Foreign Countries; Caring; Higher Education; COVID-19; Pandemics; Neoliberalism; College Students; Pacific Islanders; Foreign Students; Cultural Awareness; Inclusion; Barriers; Equal Education; Indigenous Knowledge; Research Methodology; Definitions; Electronic Learning; New Zealand; United States + Suchen Sie Ihr Suchwort? Ausland; Care; Pflege; Sorge; Betreuung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Collegestudent; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Cultural identity; Kulturelle Identität; Inklusion; Research method; Forschungsmethode; Begriffsbestimmung; Neuseeland; USA
Abstract	Against a global pandemic, student care is in sharp focus for higher education institutions (HEIs) as students and institutions learn to navigate this context. Despite this, tensions exist between approaches to care and its value in HEIs. The neoliberalism underpinning HEIs results in the practice of care often being minimised. This is problematic as care is significant for its impact on student experiences. To demonstrate care, beyond simply service delivery, it is critical to develop a relational approach, especially for students who are already part of equity groups. The care demonstrated for these students has become more critical during the COVID-19 pandemic, and this paper focuses on Pacific and International students. We discuss the challenges negotiating how to demonstrate care when care is undefined and undervalued. Adding to the complexity, gaps continue in practice despite broad statements made by HEIs regarding cultural inclusivity. We describe our experiences as care practitioners before and during the pandemic in HEIs in Aotearoa New Zealand and the United States (U.S.), what informs our practice, and how we negotiate barriers. Employing talanoa and thematic analysis, we identified commonalities in our experiences. There was a clear gap in institutional definitions of care and understanding approaches by care practitioners. For us, a strong relational approach to care is paramount to effective practice, and even more so during a pandemic; however, this is contrasted by the many tensions described. Finally, we recognise the opportunities that arose from the pandemic for innovation focusing on student equity, which must continue post-pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01