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This book will focus on caring and caring leadership at both interpersonal and organizational levels. There have been very few treatments of caring as applied to school leadership. Most attention has been paid to caring among teachers and students. Moreover, most books in education on caring focus on the interpersonal dimensions of caring, the actions and interactions between the one caring and the one cared for. While the interpersonal is very important in our conceptualization of caring school leadership, this book will argue that caring in leadership cannot be fully understood nor its benefits fully achieved without exploring caring organizationally and without examining the role of leadership in cultivating caring among others and promoting aspects of school organization conducive to caring. This book is unlike many other books about school leadership practice. Readers will not find in this book "to-do" lists or scripts. Readers will not find compilations of strategies that are universally effective. This book is an exposition of ideas, principles, and values illustrated with examples of how to make school leadership practice more caring. We present caring school leadership as situational, dynamic, relational, and personal. There is no "one size fits all" for caring leadership. We eschew the notion of recipes, of telling readers specifically what to do. Instead, we present principles and possibilities to inform and inspire. A key feature of this book will be multiple vignettes of practice illustrating actions and interactions of caring and caring leadership in schools. We have collected nearly 40 first-person stories recounting acts of caring and caring school leadership from practicing principals, assistant, and associate principals and teachers. The authors will be collecting more of these stories as they prepare the final manuscript. These stories include both "hits and misses", that is, actions and interactions that achieve the aims of caring and those that fall short. The authors will include summaries of arguments and take-away points at the end of each chapter. These summaries will be accompanied by study/discussion questions that will aim to engage readers more deeply in the content of each chapter and challenge them to consider this content in relation to their own practice.

Educational leadership. --- Educational leadership --- Caring. --- Moral education. --- Psychological aspects.

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Le care ou le souci des autres est une zone de conflits, de tiraillements et de dominations. Celle, notamment, du travail salarié des professionnels du soin et de l'assistance, constitué essentiellement d'un salariat féminin subalterne, surexploité et stigmatisé par son manque de qualification, et parfois sa couleur de peau ; celle, aussi, du travail domestique toujours inégalement distribué. Or on ne pourra jamais évacuer complètement le sale boulot, il est urgent de penser une transformation politique du travail et de la société en plaçant le care au centre de la réflexion sur le travail. Cet ouvrage défend une position singulière, sensible et forte, au sein des débats contemporains autour du care et propose de changer de regard sur le travail, sur le soin et sur la société. C'est cette position que, d'entrée de jeu, la préface de cette nouvelle édition renforce en répondant et en désarmant avec brio les polémiques sur le care, polémiques parfois induites par la précédente édition, publiée en 2013. Ce qui conduit l'auteure à mettre la focale sur ce qu'est vraiment la perspective du care et à montrer l'inédit de cette posture théorique.

Women social workers --- Humanity --- Helping behavior --- Caring - Social aspects --- Identité de genre --- Besoin --- Coopération --- Philosophie politique --- Social psychology --- Sociology of work --- Sociology of social care --- Sociology of health --- Hygiene. Public health. Protection --- Caring

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This book investigates the relationship between philosophical phenomenology and ethics of care. The relationship between these two traditions in normative philosophy is particularly fascinating for theoretical scholars, researchers as well as bioethicists and health care clinicians. Both traditions elucidate the normative significance of human experience, emotion and embodiment. One reason for investigating the relationship is that care is both a concept (ethical, sociological etc.), a practice, and a phenomenon that has significant bearing upon human existence. Care as a phenomenon and concept also regards the human condition and experience as being invested with normativity. The book brings together care ethicists of different scholarly generations and from different countries (Belgium, Norway, USA, the Netherlands) who each explain their version of phenomenology, and secondly it includes three of today's prominent German phenomenologists who have reflected on care. Hopefully, the collection will stimulate care ethicists to inquire more deeply into phenomenology, and phenomenologists looking for connection with care ethics.

Phenomenology --- Theory of knowledge --- Professional ethics. Deontology --- Caring --- 253 --- 241.1*2 --- 241.1*2 Theologische ethiek: daden tegenover de menselijke persoon --- Theologische ethiek: daden tegenover de menselijke persoon --- 253 Travail pastoral. Visites pastorales. Pastorat --- 253 Zielzorg. Pastoraat --- Travail pastoral. Visites pastorales. Pastorat --- Zielzorg. Pastoraat --- Philosophy, Modern --- Conduct of life --- Empathy --- Helping behavior --- Moral and ethical aspects

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Cet ouvrage collectif interdisciplinaire examine quelques-unes des affinités électives et des différences entre les éthiques de l'hospitalité, du don et du care..

Generosity --- Hospital care - Moral and ethical aspects --- Hospital care --- Generosity. --- Care of the sick --- Moral and ethical aspects. --- Caring for the sick --- Sick, Care of the --- Sick --- Home nursing --- Hospital patients --- Institutional care --- Medical care --- Giving --- Magnanimity --- care. --- don. --- hospitalité. --- ontologie relationnelle. --- philosophie politique. --- vulnérabilité. --- Éthique.

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This book explores a new approach to cultural literacy. Taking a pedagogical perspective, it looks at the skills, knowledge, and abilities involved in understanding and interpreting cultural differences, and proposes new ways of approaching such differences as sources of richness in intercultural and interdisciplinary collaborations. Cultural Literacy and Empathy in Education Practice balances theory with practice, providing practical examples for educators who wish to incorporate cultural literacy into their teaching. The book includes case studies, interviews with teachers and students, and examples of exercises and assessments, all backed by years of robust scholarly research. Gabriel García Ochoa was born in Mexico City. He is a writer, academic, and professional translator. He is the Deputy Director of the Bachelor of Global Studies at Monash University, Australia, where he teaches global studies, translation, and literature. Sarah McDonald is the Deputy Dean (education) in the Faculty of Arts at Monash University, Australia. She researches in the emerging field of Cultural Literacy with a specific focus on the development of research-based practice models for embedding Cultural Literacy skills in the curriculum.

Culture—Study and teaching. --- Culture. --- Communication. --- Educational sociology. --- Educational sociology . --- Education and sociology. --- Cultural Theory. --- Global/International Culture. --- Media and Communication. --- Sociology of Culture. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Communication, Primitive --- Mass communication --- Cultural sociology --- Culture --- Sociology of culture --- Civilization --- Popular culture --- Aims and objectives --- Social aspects --- Empathy --- Attitude (Psychology) --- Caring --- Emotions --- Social psychology --- Sympathy --- Cultural studies --- Study and teaching. --- Global and International Culture.