Teacher Care Work in Situations of Severe Deprivation

Autor/inn/en	Martin, Melanie; Amin, Nyna
Titel	Teacher Care Work in Situations of Severe Deprivation
Quelle	In: Pastoral Care in Education, 38 (2020) 2, S.156-173 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Melanie) ORCID (Amin, Nyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2020.1725906
Schlagwörter	Poverty; Caring; Teacher Student Relationship; Well Being; Teacher Background; Early Experience; Religious Factors; Teacher Attitudes; Foreign Countries; Disadvantaged Schools; English Teachers; Mathematics Teachers; Christianity; Social Problems; Context Effect; Student Needs; Educational Attitudes; Children; South Africa + Suchen Sie Ihr Suchwort? Armut; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Well-being; Wellness; Wohlbefinden; Frühbeginn; Lehrerverhalten; Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Christentum; Social problem; Soziales Problem; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Child; Kind; Kinder; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01