|Published online: January 28, 2015||$US5.00|
In the last three decades there has been a surge on literature and theoretical debates on the significance of care pedagogy in education. Although there have been various critical arguments against care pedagogy in schools there has been an increased yearning among various educational scholars on the need for its inclusion in learning. Despite its growth and the acknowledgement of its importance in education, a critical examination of the literature on care shows a lack of its praxis in schools. Using a case study of an African school—Starehe Boys Centre and School (SBC), varied literature on care theory, the article examines how care pedagogy looks in a school, its challenges and the educational lessons it provides. From the findings, the practice of care at SBC affirms the ability of: schools to nurture and develop care; care to achieve holistic learning and to address hidden challenges that impede learning, care to enhance students’ learning outcomes, care to open and expand minds and hearts of students and teachers, and care to enhance understanding of students’ capabilities and limitations. The article underscores that whichever direction care pedagogy emerges in education, it is always demanding and transforming.
|Keywords:||Care, Care Pedagogy, Africa Education Care Practice|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 2, February 2015, pp.13-27. Article: Print (Spiral Bound). Published online: January 28, 2015 (Article: Electronic (PDF File; 709.895KB)).
Assistant Professor, Department of African and African-American Studies, The University of Kansas, Lawrence, Kansas, USA