Gleasure, S;
Devine, D;
Martinez Sainz, G;
Sloan, S;
Crean, M;
Moore, B;
Symonds, J;
(2024)
“This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures.
Early Childhood Education Journal
10.1007/s10643-024-01636-6.
(In press).
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Abstract
All schools possess a duty of care towards their students. However, this duty of care falls unevenly across schools, with those serving low-income communities often responding to the material and psychological effects of poverty as a priority. This duty of care for such schools was placed into stark relief during the period of COVID-19 school closures, when structural inequalities in society became particularly pronounced. Previous research has drawn distinctions between different forms of caring enacted in schools serving low-income communities. These range from practices centred on children’s academic learning to those more concerned with children’s welfare and well-being—which, for the purposes of this paper, we term as academic nurturing and affective nurturing respectively. Others recognise the need for schools in low-income communities to perform a dual role and engage in both forms of nurturing simultaneously—which we term as critical nurturing. This paper presents findings based on case studies from three designated disadvantaged primary schools in Ireland during pandemic-related closures. It draws on interviews from the Children’s School Lives longitudinal study with the teachers, principals, and families of four Junior Infant children (typically aged four to five years). Our findings suggest a typology of nurturing pedagogies, with academic and affective nurturing emphasised to varying degrees across our three schools during this period. Narratives from interviewees also demonstrate the central role of school culture and leadership in achieving critical nurturing, with significant social justice implications for the education of children in schools serving low-income communities.
| Type: | Article |
|---|---|
| Title: | “This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10643-024-01636-6 |
| Publisher version: | https://doi.org/10.1007/s10643-024-01636-6 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Care, Nurturing pedagogies, Educational disadvantage, Socio-economic disadvantage, COVID-19 |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10188394 |
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