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Questioning care in higher education...

Baker, Sally.

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Questioning care in higher education = resisting definitions as radical /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Questioning care in higher education/ by Sally Baker, Rachel Burke.
Reminder of title:	resisting definitions as radical /
Author:	Baker, Sally.
other author:	Burke, Rachel.
Published:	Cham :Springer International Publishing : : 2023.,
Description:	xix, 284 p. :ill., digital ;24 cm.
[NT 15003449]:	Introduction -- Part 1: Setting out the context -- What is care? -- What do universities care about? -- What hinders care in higher education? -- Part 2: Where does care fit in higher education? -- Are universities caring institutions? -- Why care? -- Why is caring considered radical in higher education? -- Part 3: Moving towards a more caring university -- Rethinking institutional care in higher education -- Imagining more caring universities.
Contained By:	Springer Nature eBook
Subject:	Education, Higher. -
Online resource:	https://doi.org/10.1007/978-3-031-41829-7
ISBN:	9783031418297

Questioning care in higher education = resisting definitions as radical /
Baker, Sally.

Questioning care in higher educationresisting definitions as radical /[electronic resource] :by Sally Baker, Rachel Burke. - Cham :Springer International Publishing :2023. - xix, 284 p. :ill., digital ;24 cm.

Introduction -- Part 1: Setting out the context -- What is care? -- What do universities care about? -- What hinders care in higher education? -- Part 2: Where does care fit in higher education? -- Are universities caring institutions? -- Why care? -- Why is caring considered radical in higher education? -- Part 3: Moving towards a more caring university -- Rethinking institutional care in higher education -- Imagining more caring universities.

This book explores questions of care in higher education. Using Joan Tronto's seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively 'undercare' when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.

ISBN: 9783031418297

Standard No.: 10.1007/978-3-031-41829-7doiSubjects--Topical Terms:

543175
Education, Higher.

LC Class. No.: LB2322.2 / .B35 2023

Dewey Class. No.: 378

Questioning care in higher education = resisting definitions as radical /
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505 0 $a Introduction -- Part 1: Setting out the context -- What is care? -- What do universities care about? -- What hinders care in higher education? -- Part 2: Where does care fit in higher education? -- Are universities caring institutions? -- Why care? -- Why is caring considered radical in higher education? -- Part 3: Moving towards a more caring university -- Rethinking institutional care in higher education -- Imagining more caring universities.
520 $a This book explores questions of care in higher education. Using Joan Tronto's seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively 'undercare' when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities.
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