Towards a Philosophy of Caring in Higher Education: Pedagogy and Nuances of Care

Foreword......Page 5
References......Page 7
Preface......Page 8
References......Page 20
Acknowledgement......Page 22
Contents......Page 23
About the Author......Page 25
Introduction......Page 26
An Ethic of Care as an Act of Inclusion......Page 27
Caring Constitutes Democratic Inclusion......Page 33
References......Page 36
Introduction......Page 38
Modelling (Showing), Dialogue and Confirmation as Constitutive of Caring......Page 39
References......Page 47
Introduction......Page 49
Freire on Caring Towards Students......Page 50
Towards Enhancing Authentic Caring......Page 54
References......Page 60
Introduction......Page 62
Hamington’s Analysis of Jane Addams’s Work at Hull-House......Page 63
Summary......Page 70
References......Page 71
Introduction......Page 72
On Being Attentive......Page 73
Attentive Pedagogical Encounters......Page 75
Summary......Page 76
References......Page 77
Introduction......Page 78
Towards Democratic Caring......Page 79
In Defence of Dyadic Care......Page 83
Summary......Page 84
References......Page 85
Introduction......Page 86
Empathy or Sympathy?......Page 87
Empathic Caring and Justice......Page 89
References......Page 92
Introduction......Page 93
Towards an Understanding of Rhythmic Caring......Page 94
Scepticism and Rhythmic Care Within Pedagogical Encounters......Page 96
References......Page 102
Introduction......Page 103
Caring as Cosmopolitans Within Pedagogical Encounters......Page 104
Summary......Page 109
References......Page 110
Introduction......Page 111
On the Notion of Ubuntu Caring......Page 112
Decoloniality, an African University and Ubuntu Care......Page 115
Summary......Page 117
References......Page 118
Introduction......Page 119
Care and Journal Editorship......Page 120
Care and Supervision......Page 122
Deanship and Care......Page 125
On the Ethical Responsibility of Rhythmic Caring: Decoloniality, Transformation and a Pedagogy of Bearing Witness......Page 127
Summary......Page 132
References......Page 133
Introduction......Page 134
Teaching and Learning as Embodied Pedagogy......Page 135
Towards Deliberative Engagement, Criticality and Cultural Agency......Page 137
On Responsibility, Epistemic Justice and Change......Page 139
Decoloniality as an Act of Compassion: Making Care Work......Page 142
Summary......Page 147
References......Page 148
Introduction......Page 150
Towards Inclusion and Gender Equality in African Higher Education......Page 151
Internal Exclusion as an Impasse in University Education......Page 154
Transcending a Gender-Based Inclusion Towards Equalisation of Voice......Page 163
Intellectual Equality Through an Assertion of Voice......Page 166
Caring as a Human Capacity: Engendering a Reconstituted Ethics of Care......Page 169
Caring as Compassionate Imagining......Page 170
Caring as Taking Responsibility......Page 172
Summary: Re-imagining University Education – Towards Compassionate Responsibility......Page 175
References......Page 176
Introduction......Page 180
Faiq’s Explication of Care Through Educational Technology......Page 181
Zayd’s Elucidation of Care Through Online Encounters......Page 185
Summary......Page 191
References......Page 192
Index......Page 193