ABSTRACT This study examines the care work of teachers employed at two schools in situations of severe deprivation. At the teachers’ places of employment, basic amenities and complementary support structures for sustaining students’ psychosocial, economic and emotional needs were absent. The focus of the article is twofold: firstly, to fathom the reasons why teachers voluntarily expressed care for impoverished students by way of providing them with food, money and counselling; and secondly, to determine the outcomes of caring on their (the teachers’) well-being. The data was generated through narrative inquiry. The narratives made visible four key influences that motivated the teachers to provide students with pastoral and academic care, namely teachers’ early life experiences, religious beliefs, students’ living conditions, and beliefs about the importance of education. The study revealed that the pastoral care and academic work of teachers in deprived schools is arduous, extensive and protracted and comes at financial and emotional cost to the teachers who chose to care. A Derridian reading of the findings suggests that pastoral care is a complex phenomenon, comprising a combination of hazards and benefits for carers that are paradoxical, ambivalent and inseparable in nature.

中文翻译：

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严重贫困情况下的教师关怀工作

摘要 本研究考察了两所学校在严重贫困情况下受雇教师的护理工作。在教师的工作场所，缺乏维持学生心理、经济和情感需求的基本设施和补充支持结构。文章的重点有两个：第一，探究教师通过提供食物、金钱和咨询等方式自愿表达对贫困学生的关心的原因；其次，确定关心他们（教师）福祉的结果。数据是通过叙述性调查产生的。这些叙述使教师为学生提供牧养和学业关怀的四个关键影响可见，即教师的早期生活经历、宗教信仰、学生的生活条件、以及对教育重要性的信念。研究显示，贫困学校教师的教牧关怀和学术工作是艰巨的、广泛的和旷日持久的，并为选择关怀的教师带来经济和情感成本。德里德对调查结果的解读表明，教牧关怀是一种复杂的现象，包括对护理者而言的危险和利益的组合，这些危险和利益在本质上是矛盾的、矛盾的和不可分割的。