Love as the Lifeblood of Being-Well: A Call for Care for Teachers in England's Schools

Autor/inn/en	Culshaw, Suzanne; Kurian, Nomisha
Titel	Love as the Lifeblood of Being-Well: A Call for Care for Teachers in England's Schools
Quelle	In: Pastoral Care in Education, 39 (2021) 3, S.269-290 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kurian, Nomisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2021.1938647
Schlagwörter	Intimacy; Caring; Well Being; Foreign Countries; COVID-19; Pandemics; Teacher Attitudes; Secondary School Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Intimität; Care; Pflege; Sorge; Betreuung; Well-being; Wellness; Wohlbefinden; Ausland; Lehrerverhalten
Abstract	The authors highlight the role of love and care as the 'lifeblood of being-well' for teachers in England. The COVID-19 pandemic has imposed unprecedented stressors on teachers. However, the article problematises and goes beyond the dominant narrative of 'sudden crisis' on the grounds that this may obscure the complex realities of a profession suffering mental health challenges well before the pandemic. The authors highlight their concerns about the predominant discourse surrounding teachers' wellbeing, the inefficacy of tokenistic interventions, and offer a more holistic, context-sensitive conceptualisation of 'being-well', rooted in love and compassion for oneself and each other. From the lens of positive sociology, the authors call for "structurally contextualised" wellbeing provision that recognises teachers' pre-existing pressures and stressors and sustains cultures of care beyond the temporal boundaries of the pandemic. Drawing on the ethic of care, they advocate a shift from 'the duty of care' to 'a duty to care'. Wellbeing and struggling are conceptualised here as interrelated and co-dependent phenomena influenced by theories of compassion, including Buddhist notions of "Love Mode" and "Power Mode." The authors see love as connectedness and emphasise the importance of relationality in teachers' sense of being-well as individuals who interconnect in a complex education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01