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How do you (demonstrate) care in an institution that does not define ‘care’?
Pastoral Care in Education ( IF 0.9 ) Pub Date : 2021-07-13 , DOI: 10.1080/02643944.2021.1951339
Tim Baice 1 , Sonia M. Fonua 1 , Ben Levy 2 , Jean M. Allen 3 , Tepora Wright 4
Affiliation  

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.



中文翻译:

在没有定义“护理”的机构中,您如何(展示)护理?

摘要

面对全球大流行,随着学生和机构学会应对这种情况,高等教育机构 (HEI) 将重点关注学生关怀。尽管如此,护理方法与其在高等教育机构中的价值之间仍存在紧张关系。支持高等教育机构的新自由主义导致护理实践经常被最小化。这是有问题的,因为关心对学生体验的影响很重要。为了展示关怀,除了简单的服务交付之外,开发一种关系方法至关重要,尤其是对于已经是平等团体一部分的学生。在 COVID-19 大流行期间,对这些学生的关怀变得更加重要,本文重点关注太平洋和国际学生。我们讨论了在护理未定义和被低估的情况下协商如何展示护理的挑战。尽管高等教育机构就文化包容性发表了广泛的声明,但在实践中仍然存在差距,这增加了复杂性。我们描述了我们在新西兰和美国 (US) 的高等教育机构大流行之前和期间作为护理从业者的经历,我们的实践有哪些启示,以及我们如何克服障碍。通过使用 talanoa 和主题分析,我们确定了我们经验中的共性。护理从业者对护理的制度定义和理解方法存在明显差距。对我们而言,强有力的相关护理方法对于有效实践至关重要,在大流行期间更是如此;然而,这与所描述的许多紧张局势形成鲜明对比。最后,我们认识到大流行带来的机会,专注于学生公平的创新,必须在大流行后继续。尽管高等教育机构就文化包容性发表了广泛的声明,但在实践中仍然存在差距。我们描述了我们在新西兰和美国 (US) 的高等教育机构大流行之前和期间作为护理从业者的经历,我们的实践有哪些启示,以及我们如何克服障碍。通过使用 talanoa 和主题分析,我们确定了我们经验中的共性。护理从业者对护理的制度定义和理解方法存在明显差距。对我们而言,强有力的相关护理方法对于有效实践至关重要,在大流行期间更是如此;然而,这与所描述的许多紧张局势形成鲜明对比。最后,我们认识到大流行带来的机会,专注于学生公平的创新,必须在大流行后继续下去。尽管高等教育机构就文化包容性发表了广泛的声明,但在实践中仍然存在差距。我们描述了我们在新西兰和美国 (US) 的高等教育机构大流行之前和期间作为护理从业者的经历,我们的实践有哪些启示,以及我们如何克服障碍。通过使用 talanoa 和主题分析,我们确定了我们经验中的共性。护理从业者对护理的制度定义和理解方法存在明显差距。对我们而言,强有力的相关护理方法对于有效实践至关重要,在大流行期间更是如此;然而,这与所描述的许多紧张局势形成鲜明对比。最后,我们认识到大流行带来的机会,专注于学生公平的创新,必须在大流行后继续下去。

更新日期:2021-07-13
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