Repensar la educación infantil y la sociedad desde los cuidados

  1. Babarro Velez, Ainara 1
  2. Correa Gorospe, Jose Miguel 2
  3. Aberasturi Apraiz, Estibaliz 2
  1. 1 Universidad País Vasco
  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revue:
Revista Infancia, Educación y Aprendizaje

ISSN: 0719-6202

Année de publication: 2023

Volumen: 9

Número: 1

Pages: 1-14

Type: Article

DOI: 10.22370/IEYA.2023.9.1.2903 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Revista Infancia, Educación y Aprendizaje

Objectifs de Développement Durable

Résumé

Care constitutes a perspective of positioning towards the world and is closely connected with education and social justice. It is a construct present in educational and social policies. The main objective of this research has been to carry out a bibliographic review about the state of ethics of care in the educational field. From this initial objective, other specific objectives have been established: a) Examine some of the principles or social representations that currently support certain values of the educational system; b) Identify certain possibilities and/or limitations of the ethics of care in education; c) Analyze the contributions that a care-based pedagogy can offer both to teachers and students; d) Propose future lines of research on the ethics of care in the early childhood education stage. For this, a bibliographic review was carried out in the scientific databases Web of Science (WOS), Education Resources Information Center (ERIC) and Dialnet, selecting a total of 30 scientific articles, published between 2010 and 2020, which they met the previously established inclusion criteria. After the analysis of the data, it is concluded that a model of inclusive citizenship, and care as a democratic practice, offer a promising alternative to the educational system. 

Références bibliographiques

  • Ainsworth, M.D. y Eichberg, C. (1991). Effects on infant-mother attachment of mother´s unresolved loss of an attachment figure, or other traumatic experience. Attachment across the life cycle, 3, 160-183.
  • Aslanian, T.K. (2015). Getting behind discourses of love, care and maternalism in early childhood education. Contemporary Issues in Early Childhood, 16(2), 153- 165. https://doi.org/10.1177%2F1463949115585672
  • Barrow, M. (2015). Caring in teaching: a complicated relationship. The Journal of Effective Teaching, 5 (2), 45-59.
  • Bath, C. (2013). Conceptualising listening to young children as an ethic of care in early childhood education and care. Children & Society, 27(5), 361–371. https:// doi.org/10.1111/j.1099-0860.2011.00407.x
  • Brooker, L. (2010). Constructing the triangle of care: Power and professionalism in practitioner/parent relationships. British Journal of Educational Studies, 58(2), 181–96. https://doi.org/10.1080/00071001003752203
  • Charney, R. S. (2002). Teaching children to care: Classroom management for ethical and academic growth, k-8. Turners Fall, MA: Northeast Foundation for Children.
  • Dolz, A. y Rogero, J. (2012). Amor y cuidado, claves de la educación para un mundo nuevo. Revista Interuniversitaria de Formación del Profesorado, 74(26), 97- 113.
  • Fredirckson, B.L. (2013). Love 2.0. London: Hudson Street Press.
  • García, M. y Hinojosa, E. (2016). Coeducación en la formación inicial del profesorado: de la transversalidad a la vivencia a través de la ética del cuidado. Multiárea. Revista de Didáctica, 8(1), 61-86. https://doi. org/10.18239/mard.v0i8.1122
  • Gergen, K. (2007). Construccionismo social. Aportes para el debate y la práctica. Bogotá: Universidad de los Andes.
  • Gerhardt, S. (2004). Why Love Matters. New York: Brunner-Routledge.
  • Gozálvez, V., y Jover, G. (2016). Articulación de la justicia y el cuidado en la educación moral: Del universalismo sustitutivo a una ética situada de los derechos humanos. Educación XX1, 19(1), 311-330. https://doi.org/10.5944/educxx1.15588
  • Harwood, D., Klopper, A.,Osanyin, A. y Vanderlee, M. (2013) ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4-17. https://doi.org/10.1080/09575146.2012.667394
  • Hawk, T.F. (2017). Getting to know your students and an educational ethic of care. Journal of Management Education, 41(5), 669 –686. https://doi. org/10.1177/1052562917716488
  • Icart, M. T. y Canela, J. (1994). El artículo de revisión. Enfermería Clínica, 4(4), 180-184.
  • Jackson, L. (2014). ‘Won´t somebody think of the children?’ Emotions, child, poverty, and post- humanitarian possibilities for social justice education. Educational Philosophy and Theory, 46(9), 1069-1081. https://doi.org/10.1080/00131857.2014.931430
  • Lozano, M. y Trifu, L. A. (2019). Coeducar para la paz: perspectiva de género para la justicia social. Tendencias Pedagógicas, 34, 51-61. https://doi.org/10.15366/ tp2019.34.005
  • Luff, P.y Kanyal, M. (2015). Maternal thinking and beyond: towards a care-full pedagogy for early childhood. Early Child Development and Care, 185 (11-12), 1748-1761. https://doi.org/10.1080/03004430. 2015.1028389
  • MacGill, B. (2016). A paradigm shift in education: pedagogy, standpoint and ethics of care. International Journal of Pedagogies and Learning, 11(3), 238-247. https://doi.org/10.1080/22040552.2016.1272531
  • Maselko, J., Kubzansky, L., Lipsitt, L.,et al. (2011). Mother´s affection at 8 months predicts emotional distress in adulthood. Journal of Epidemiology and Community Health, 65(7), 621-625.
  • McLeod, J. (2015). Happiness, wellbeing and self- esteem: Public feelings and educational projects. En K. Wright y J. McLeod (Eds.), Rethinking youth wellbeing: Critical perspectives (pp. 179–196). Singapore: Springer. McLeod, J. (2017). Reframing responsability in an era of responsabilisation: education, feminist ethics and an `idiom of care´. Discourse: Studies in the Cultural Politics of Education, 38 (1), 43-56. https://doi.org/10. 1080/01596306.2015.1104851
  • Nguyen,J. (2016). On reasons we want teachers to care. Ethics and Education, 11(3), 286-298. https://doi.org/10.1080/17449642.2016.1241939
  • Noddings, N. (1984). Caring: A femenine approach to ethics and moral education. Barkeley: University of California Press.
  • Noddings, N. (2012). The language of care ethics. Knowledge Quest, 40(5), 52-56.
  • Orozco, S. (2017). El saber profesional de una maestra de infantil. Revista Electrónica de Investigación Educativa, 19(2), 143-157. https://doi.org/10.1080/02 568543.2016.1214192
  • Ortega, P. y Romero, E. (2018). La pedagogía de la alteridad como paradigma de la educación para la paz. Teoría de la educación, 30 (1), 95-116. http://dx.doi. org/10.14201/teoredu30195116
  • Page, J. (2011). Do mothers want professional carers to love their babies? Journal of Early Childhood Research, 9(3), 310-323.
  • Page,J.(2017). Reframing infant-toddler pedagogy through a lens of professional love: Exploring narratives of professional practice in early childhood settings in England. Contemporary Issues in Early Childhood,18(4), 387–399. https://doi.org/10.1177/1463949117742780
  • Page,J. (2018). Characterising the principles of professional love in early childhood care and education. International Journal of Early Years Education, 26(2), 125-141. https://doi.org/10.1080/09669760.2018.1459508
  • Papatheodorou, T., y Moyles, J. (2009). Learning together in the early years: exploring relational pedagogy. London: Routledge.
  • Quigley, C.F.y Hall, A.H.(2016).Taking care: Understanding the roles of caregiver and being cared for in a kindergarten classroom. Journal of Early Childhood Research, 14(2), 181-195. https://doi. org/10.1177/1476718X14548783
  • Rabin.,C. y Smith, G.(2013).Teaching care ethics: conceptual understandings and stories for learning. Journal of Moral Education, 42(2), 164-172. http://dx.doi.org/10.1080/03057240.2013.785942
  • Rabin, C.y Smith,G. (2016). “My lesson plan was perfect until I tried to teach”: Care ethics into practice in classroom management. Journal of Research in Childhood Education, 30(4), 600-617. https://doi.org/10.1080/02568543.2016.1214192
  • Ramos, S. (2011). La ética del cuidado: valoración crítica y reformulación. Laguna: Revista de Filosofía, 29 (1), 109-122.
  • Renshaw, P. (2017). Beyond the middle finger: Affective labour, an ethic of care and the reform of teacher education. Teaching Education, 28(1), 88-93. https:// doi.org/10.1080/10476210.2016.1264383
  • Semetsky, I. (2012). Living, learning, loving: Constructing a new ethics of integration in education. Discourse: Studies in the Cultural Politics of Education, 33(1), 47-59. https://doi.org/10.1080/01596306.2012.63 2163
  • Shevalier, R. y McKenzie, B.A.(2012). Culturally responsive teaching as an ethics and care-based approach to urban education. Urban Education, 47(6), 1086-1105. https://doi.org/10.1177/0042085912441483
  • Smeyers, P. (2010). Empathy, paternalism and practical reason: Philosophy of education and the ethics of care revisited. Journal of Philosophy of Education, 44(1), 171- 180. https://doi.org/10.1111/j.1467-9752.2010.00741.x
  • Taggart, G. (2011). Don’t we care?: The ethics and emotional labour of early years professionalism. Early Years, 31(1), 85–95. https://doi.org/10.1080/09575146. 2010.536948
  • Tronto, J. (1993). Moral boundaries: A political argument for an ethic of care. Routledge: London.
  • UNICEF (2008). The child care transition. Innocenti Report Card 8. UNICEF Innocent Research Centre: Florence.
  • Vázquez, V. (2010). La perspectiva de la ética del cuidado: una forma diferente de hacer educación. Educación XX1, 13(1), 177-197.
  • Vázquez, V. y Escámez, J. (2010). La profesión docente y la ética del cuidado. Revista Electrónica de Investigación Educativa [Número Especial]. Consultado el 5 de Junio de 2020, en: http://redie.uabc.mx/contenido/NumEsp2/contenidoverdera.html
  • Velasco, A. (2016). Ética del cuidado para la superación del androcentrismo: hacia una ética y una política ecofeministas. Revista Iberoamericana de Ciencia, Tecnología y Sociedad, 11(31), 195-216
  • Warin, J. y Gannerud, E. (2014). Gender, teaching and care: A comparative global conversation. Gender & Education, 26(3), 193–199. https://doi.org/10.1080/09 540253.2014.928023
  • Warren, A. (2014). ‘Relationships for me are the key for everything’: early childhood teachers´ subjectivities as relational professionals. Contemporary Issues in Early Childhood, 15(3), 262-271. https://doi.org/10.2304/ ciec.2014.15.3.262
  • Watson, M. (2003). Learning to trust. San Francisco, CA: Jossey-Bass.
  • Winton, S. (2008). The appeal(s) of character education in threatening times: Caring and critical democratic responses. Comparative Education 44(3), 305–16.
  • Zembylas, M. (2010). The ethic of care in globalized societies: implications for citizenship education. Ethics and Education, 5(3), 233-245. https://doi.org/10.1080/ 17449642.2010.516636
La source de données: Dialnet