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Gender minority (GM) students are at high risk for substance use and depression. This study explores the role of protective factors in reducing rates of substance use and depression based on high school surveys. Univariate and multivariate analyses were conducted to evaluate the association between exposures and outcomes. Youth completed surveys in 2018 (n = 16,288) and in 2021 (n = 10,792). GM students reported exposure to protective factors less frequently than their cisgender peers: good financial status (88.6% vs. 96.5% in 2018 and 95% vs. 97.8% in 2021), feeling a sense of school/community membership, (mean score 2.7 vs. 3.0 in 2018 and 2.6 vs. 3.0 in 2021) or having two or more caring adults in their life (61.5% vs. 79.7% in 2018 and 64.2% vs. 80.6% in 2021). GM youth experienced risk factors more often than their peers including bias-based bullying (mean score: 0.6 vs. 0.2 in 2018, 0.5 vs. 0.2 in 2021); peer victimization (0.5 vs. 0.2 in 2018, 0.3 vs. 0.1 in 2021), and homelessness/foster care exposure (32.8% vs. 10.8% in 2018 and 15.8% vs. 6.6% in 2021). Several factors mitigated depression and substance use among GM students. GM youth experienced these protective factors less frequently than their peers.

As part of ongoing collaborations with associate and mentor teachers, we explore teachers' decision making in order to help student teachers and others become aware of the myriad decisions and political choices made by teachers in their everyday work with children. In this article we are particularly interested in care, and in the way the idea of care is construed in education as a perhaps a less-valuable, or less-recognised context of learning. Two narratives are presented to provoke critical reflections of how teacher decision making might be re-centred and guided by care-full teaching as a way to understand the complexities of pedagogies within early childhood education.

A group of middle school students, working with educators in Washington Heights, NYC, designed a school-wide oral history project as a strategy to enrich the cultural and socio-emotional well-being of our school. As part of New York State's required SEL intervention, we developed a Longitudinal Oral History Project, led by middle school students at S2, where we gathered peer-to-peer narratives about socio-emotional dynamics from middle schoolers growing up in working-class and immigrant households in times of pandemic and racial uprisings. The oral history protocol, the implementation of the interviews, the analysis, and the presentation of our results were youth-led, and compelling. Narrating rich and complex stories of joy, fear, courage, and care, our project centers the expertise of immigrant students of color, coming out of COVID-19 in the throes of early adolescence. The youth found great relief in discovering that their fears and anxieties were widespread and experienced a sense of power by influencing school policy with the compelling results of their inquiry.

In recent years, there has been a growth in the amount of literature and a resurgence of interest in what Jools Page identified as 'professional love'. This research builds upon and extends Page's work considering what love looks like in practice and describing a 'loving pedagogy'. Despite recent research, love is still seldom talked about in the context of early childhood education and very few studies have considered what love looks like on a day-to-day basis within an early childhood setting. This small case study has identified that love is, indeed, present there in practice. Loving interactions were observed between adults and children in a preschool setting and how love manifests itself discussed with three educators during intimate conversations. This study compares observed practice with the educators' understanding of love and shows that a loving pedagogy exists within daily interactions and that there is a place for love within an early childhood setting.

Two women scholars (Khmer and Black) explore how our subjectivities as researchers influence how we understand, give honor to, and (re)present our participants' experiences in ways that value their humanity. Through phenomenological methods and poetic transcription, we seek more nuanced, creative, and powerful ways of positioning participants' critical agency and highlighting the essence of their racialized experiences. In conceptualizing how qualitative researchers can integrate their positions and subjectivities into the research process as an asset, we identify the significant contributions our perspectives make when more thoughtfully incorporated with the lives and stories of our participants.

Poor supervision has long been cited by new student affairs professionals, particularly practitioners of color, as a factor contributing to their early departures from the field. This, coupled with the hierarchical and often authoritative structures of higher education, has led to practitioners of color feeling burned out and often devalued in their positions. This article discusses the importance of liberatory supervisory practices, specifically centering the supervision of new student affairs practitioners of color, that are grounded in care, compassion, and collaboration. Using composite narratives, this article discusses scenarios taken from a larger research project and then uses a supervisory framework to promote liberatory practices. This framework includes working to fracture dominance and oppression; understanding the importance of engaging in dialogue, agency, and collaboration; supporting healing and well-being; and engaging in accountability, compassion, and self-reflection. The article includes questions to guide critical reflection on supervisory practices. [Discussion questions prepared by Connor-Michael Weir.]

This work reviews the approach of the ethics of care in education and analyzes how the foundations of this ethicality contribute to the dialogical construction of teachers' professional identity (attribution, projection, development and transformation). Professional identity is questioned when care is considered an epistemological and ethical approach to educational relationships, thereby encouraging reflection on the interactive components of identity (projection, disposition, worldview and action plans) and on the meaning of professional competence. This reflection produces transversal implications for teacher professionalization processes, which in turn results in the identification of training devices such as narratives, conversations and reflective and operational practices that help to turn the identity and the moral work of teaching into the central topic.

The ever-changing landscape of higher education presents enrollment management (EM) professionals with challenges related to workload, staff morale, conflicting values, staff turnover, and student satisfaction. As higher education confronts the reality of today's enrollment climate, it is time to consider how organizational cultures impact staff well-being and, by extension, the quality of service provided to students. This article provides a comprehensive exploration of the transformative journey undertaken by the University of California, Merced's enrollment management (EM) team to reshape its organizational culture, emphasizing the importance of aligning norms and values with a student-ready mindset. Building upon a previous article titled "The Relationship Between One-Stop Support and New Student Enrollment" (Perry 2023) (EJ1401404), the authors discuss practical concepts, leveraged by one institution, for developing an enrollment management centralized service model that focuses on meeting the needs of current students while fostering a sense of belonging for staff.

The higher education sector faces challenges in attracting students due to increasing competition, disruptive forces of online education, social media and employment orientation of education. A differentiating factor can be created by focusing on student-teacher relationships by creating positive learning experiences inside the classroom. The present study indicates that caring behaviors displayed by teachers impact students positive learning experiences. A multi-dimensional construct incorporating relevant dimensions from Watson's caring behavior model was used for this exploratory study with a sample size of 267 millennial students belonging to higher education. Nurturing, direction setting, and supportive environment were significant dimensions of caring behavior that impacted students' positive learning experiences. While most institutes differentiate themselves based on cost, career opportunities, campus amenities, showcasing teachers' caring behaviors can give institutes the edge to market themselves since educational journeys experienced by students are at the crossroads of technology and human connection.

In an era of rising concern about global migration, powerful stories can help shift perspectives and inspire humanitarian action. The author takes readers on a journey through her lived experience in welcoming refugees seeking sanctuary in the United States. Her reflective article describes how a network of caring collaborators leveraged their resources to uphold social protections and safeguard children's educational experience as they resettled in a new place to call home. Interdependent partners from the district's schools, the state government, and the local community helped build an inclusive school culture and restore hope to the displaced families. The narrative concludes with a call to action for schools and host communities to welcome newcomer families and their children in a culture of care that honors linguistic and cultural identities, supports resilience and healing, sustains well-being and livelihoods, and restores lives of dignity. Lessons learned hold promise for educators and citizens who are invested in safeguarding refugee children's right to an education and providing societal protection for their families. The story closes with implications for present-day challenges and the work ahead.

Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working with/for this child population. In this article, we zoom in on teachers at St. Mary's Preschool, who serve large numbers of migrant and undocumented children in South Korea, and explore their pedagogical caring practices in and outside of the classroom for these children and their families. The findings of this study demonstrate how preschool can become a site for what we term culturally, linguistically, and legally relevant caring for undocumented migrant children. The key tenets proposed include: (1) promoting diverse, inclusive, and culturally and linguistically relevant schooling; (2) attending to the legal reality of students' precarious legal status to provide a rich and safe learning environment; and (3) establishing reciprocity in relationship and knowledge-making/sharing. The study offers several implications for research and teacher education in the field of early childhood education by presenting a conceptual and empirical snapshot of how to better serve the growing numbers of young migrant and undocumented children and their families in South Korea and worldwide.

Public administration courses often use the pillars of public administration (e.g., efficiency, effectiveness, equity, economy, accountability, responsiveness) as foundational concepts across our core curriculum. However, our public administration curriculum is alarmingly absent of conversations about emotional labor. Put simply, emotional labor is emotion management and life management combined, which is unpaid, invisible work we do to keep those around us happy (Rinfret et al., 2022). In this paper we detail a semester-long research project focused on emotional labor, and why it is necessary for how we work in a diverse and changing workforce. Our pilot study examines original data collected during the spring and summer 2022 to document the experiences of 36 students enrolled in a core public administration course. The findings illustrate that using the emotional labor project (ELP) provides opportunities for us to engage in conversation with our students to change the narrative in our discipline and practice.

Purpose: The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT). Design/methodology/approach: Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data. Findings: The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits. Originality/value: Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

The aim of the present study was to investigate whether authoritative teaching at the classroom-level was associated with bullying victimisation, and how this association evolved over the course of upper elementary school (i.e. in grades 4 through 6) by estimating whether the association declined with time. Data came from the first three waves of an ongoing longitudinal project examining social and moral correlates of school bullying. Survey data were analysed from 1,830 students. Multilevel analyses showed that teachers who displayed high levels of warmth, caring, and supportiveness together with high levels of structure, control, and demandingness tended to have students who reported less bullying victimisation. This association between authoritative teaching at the classroom-level and bullying victimisation, while still significant, decreased over the course of the two-year study.

This article explores how Black teachers have used liberatory literacy practices through a lens of care when working with Black students. The prioritization of care is particularly important for Black students as they often experience a lack of care within schools due to labeling, stereotyping, and a lack of racially and culturally diverse teaching staff, curriculum, and resources. Black teachers are particularly effective in improving literacy outcomes for Black students, and this article emphasizes the importance of the care they provide in implementing culturally and historically responsive pedagogies that foster deep, meaningful learning. This article also emphasizes the funds of knowledge that Black teachers and students possess and highlights approaches that Black teachers have taken that create a warm, caring environment where Black students can thrive instead of being forced to fit into current systems that are unresponsive to Black student needs.

Utilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.

Our survey of literature on moral dilemmas in teaching reveals that scholars declare the need to unequivocally resolve them yet refrain from doing so. This phenomenon is rooted in falure to distinguish between the different moral conflicts. The methods of resolving abstract hypothetical dilemmas, advocated but not implemented by the scholars, are poorly suited to deal with conflicts involving social pressure and high-stakes consequences for the parties involved, like most of the conflicts that teachers report. Thus, textbooks invite teachers to resolve dilemmas on their own through reflection and dialogue, beyond the limits which Habermasian ethics of dialogue allows. The scholarship licenses lax attitudes towards commitment to professional and ethical standards by appealing to the ethics of care. It appeals to outdated versions of ethics of care that posit care in opposition to the ethics of duties, no longer employed in ethics of nursing and other caring professions.

This article is based on a fieldwork study that explored a 1-year-long process of integrating children's human rights-respecting practice in a preschool through a project with a popular culture theme. Drawing on John Dewey's educational theory, educative participatory experience is suggested as a useful concept to further understand and develop different forms of participation practices. The twofold aim of the article is to demonstrate the children's educative participatory experiences and relate these to the teacher's acknowledgement of both children's collective agency and their individual capacity to participate. The methods used are semi-structured interviews and video-documented and participatory observations. The data mainly consists of field notes, video recordings, photographs and transcripts. The results show that the teachers are viewing the children, and providing possibilities for them to act, as knowledgeable experts, competent conflict-solvers and reflective and caring practitioners. Furthermore, they consider both the children's individual and collective rights and responsibilities when creating a rights-respecting preschool environment.

The COVID-19 pandemic necessitated a shift to online teaching and learning, prompting concerns about maintaining teacher and student presence in virtual classrooms. Holistic education, emphasizing love, care, and interconnectedness, faces challenges in the digital realm. Holistic educators explore online behaviours, environments, and tools fostering deep presence. Four post-secondary educators were interviewed, revealing a focus on managing emotions for a positive online atmosphere. They utilize positive mental states and contemplative rituals to compensate for the lack of physical presence. Instead of redefining presence, educators use online tools to uphold traditional notions, such as requiring visible cameras. Further research is needed to understand how holistic educators' exposure to online technologies may impact contemplative ideas of presence.

Educational leadership at early childhood education (ECE) has been extensively studied. However, evidence from Chile is still scarce. As with many parts of the world, the ECE workforce is very female-heavy and Chile is no exception to this. This situation presents an intriguing context for leadership studies as particularities of a gendered role for women as leaders in Chile has not been a matter of analysis. Leadership in ECE includes a sense of vocation or 'passion' for children's care, development, and learning, called caring leadership. This concept highlights an ethical component, interpersonal relations and a concern for the well-being. This article presents the findings of a three-year study involving 12 women leaders in ECE who established a Professional Learning Community. They were interviewed throughout the research. Findings reveal three tensions. Firstly, leadership is associated with a maternal role, perpetuating gender stereotypes. The second tension addresses the dynamics of personal connections within ECE teams in terms of asymmetry or horizontality. The third tension arises from the significance of caring as a crucial aspect of working in ECE education. These tensions underscore the need for a critical analysis of leadership in ECE, as gender considerations may overlook the complexity of the leaders' role.

In this article, we build upon the ethics of "collective intersectional care" (Nyachae & Pham 2024), a concept central to Women of Color feminisms to emphasize the pedagogical rigors of carework in K-12 classrooms. Drawing from a yearlong video ethnography of the racial literacy practices of teachers of Color, we analyze a case study of a Black woman teacher's (Author 2) pedagogies of collective intersectional care within day-to-day classroom life, illuminating the spiritual and affective dimensions of how she co-created a 'Black sense of home' that fortified and (re)centered the lived realities and full personhoods of Black and Brown students despite - and in spite - of racially violent institutions. Contributing to critical affective studies and racial literacy teacher education, we discuss the significance of how mutual embodiments of care are interwoven with co-creating, witnessing, and replenishing racially just learning spaces.

Studies informed by poststructuralist theories of language have examined the relationship between language teachers' emotion labor, identity, and agency. However, research has not yet explored the relationship between emotion labor and volunteer teaching, which is an important practice in language education. Our research seeks to address this gap, drawing on a 2-year qualitative case study at the community-based Vancouver Bangla School (VBS). With emotion labor and investment as the conceptual underpinnings, our study investigated how the VBS heritage language (HL) program structured the emotion labor of seven volunteer teachers, what the feeling rules associated with the VBS program were, and the extent to which volunteer teachers' investment in HL education helped them manage their emotion labor. Data sources included participant classroom observations, field notes, focus group and interview transcripts, questionnaires, and educational resources, which were analyzed using reflexive thematic analysis. Findings indicate that the emotion labor of volunteer teachers was structured by the following characteristics of the VBS program: lack of funding, poor organizational structure and teacher recognition, challenges of online teaching, insufficient number of teachers, limited parental support, and lack of training. This emotion labor was associated with four feeling rules implicit in the VBS program: (a) be generous and caring, (b) be committed and dedicated, (c) be a good and efficient teacher, and (d) have limited expectations of the community. Findings suggest that teachers' investment in Bangla as a mother tongue in multicultural Canada, and their investment in promoting the children's transcultural identities, was particularly powerful, and enabled the volunteer teachers to navigate and manage their emotion labor. The study suggests that an enhanced understanding of a language teacher's investment in a program, institution, or community might provide insight into the important relationship among desire, agency, and emotion labor.

The aim of this study was to explore how English language teachers construct and enact their teacher identities. The data was collected through semi-structured interviews with four in-service English language teachers at Turkish public schools. The findings revealed certain identity stabilizers: the fascination with subject and the job, caring for students and the relationships with students and former teachers. Although the teachers took two distinctive pathways--the "meant to be" route and the "higher education" route--the job experiences of those taking the same route to teaching were quite different. Varying levels of exersion of teacher agency to attain alignment between imagined and actual identities and rare opportunities for legitimate participation and job socialization were effective in the actualization of personal and professional values distinctively. The findings enhance our understanding of how teacher identity is contextually and relationally constructed and offer implications for teacher education and sustainable identity-oriented professional learning.

This article examines the creation and reception of "The Stream You Step In," a digital series co-produced by Outside the March for University of Windsor students and performed live over Zoom in 2020. While Zoom is assumed to be a care-less medium, we argue that it offers new, altered modes of caring through its disruption of boundaries and de-hierarchisation of many theatrical and training norms. Combining reflections on dramaturgy, directing, and pedagogy with empirical data on audience reception, we suggest how the lessons of pandemic performances might benefit our in-person classrooms and stages.

There is growing interest in the role of schools in supporting children facing adversity, including children with refugee and immigrant backgrounds. Based on six months of ethnographic fieldwork (December 2018 to June 2019) and interviews with teachers in two classes for adolescent newcomer refugee and immigrant learners in Denmark, this paper explores teacher responses to everyday dilemmas in supporting and caring for refugee and immigrant learners at school with a focus on three key areas: 1) in relation to teaching while safeguarding the adolescents' self-image, 2) in caring for the adolescents emotionally, socially and physically, and 3) in building trust and being the adolescents' confidants. Based on the findings, we argue that caring for newcomer adolescents cannot be reduced to questions of formal training and technical skills. Rather, it is intimately linked to attentiveness, experimentation and sensitivity to learners' needs. Furthermore, we discuss how scholarly analysis of teacher responses to care-related dilemmas can help generate contextualised insights into the broader support needs of teachers engaging in care work in specific social contexts.

Background: Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be. Methods: Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge. Findings and Conclusions: The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.

Background: People with intellectual/intellectual and physical disabilities frequently use day-service centres, an array of services that involve the provision of care and social activities during the daytime and offer homebound people with disabilities opportunities to live in their communities. While nurses working at day-service centres for people with disabilities are expected to promote service-users' health, little research has focused on this area. Nurses' relationships with service-users of day-service centres have not been sufficiently investigated regarding how their interactions determine service-users' specific activities and daily lives within such facilities. This study sought to address this research gap. Methods: We conducted a qualitative descriptive study with six nurses working at day-service centres located in Tohoku region, Japan. Six participants were interviewed 16 times. The psychological-phenomenological method developed by Amedeo Giorgi was used as the model for data analysis. Findings: The analysis generated five themes. First, nurses show interest in service-users by 'continuing to show interest' and by 'trying to understand the service-users from the perspective of what they can do'. Additionally, the nurses ensure that service-users enjoy their time in the facility by 'supporting enjoyment through nursing and medical care', 'stabilising feelings' and 'creating an environment conducive to everyone's comfort'. Conclusions: Nurses working at day-service centres for people with intellectual/intellectual and physical disabilities provide support for social participation while maintaining the service-users' mental and physical health. Thus, these nurses support enjoyment among service-users from the nursing and medical care aspect; they also devise ways for service-users to interact and adjust to the environment to improve service-users' comfort at day-service centres. Furthermore, participation in daytime activities at day-service centres indicated that nurses are interested in service-users' activities, and they perceive service-users as positive individuals.

Purpose: The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania. Design/methodology/approach: This paper explores the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji. Using storying as methodology, the authors, three Australian and four Fijian academics, present three portraits to make visible the pedagogical entanglements of public pedagogy research in diverse community contexts. These portraits reveal the intersection and integration of extended family with the authors' community-family-child-informed pedagogical approaches, and the advantages of culturally located standpoints when working with iTaukei and Indo-Fijian communities. This article's unique contribution lies in its demonstration of the importance of an ethics of care approach in site-specific and contextually emerging pedagogical encounters. Findings: The findings demonstrate the traditional role of First Teachers and carers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji who use arts-based approaches to teaching and learning within a public pedagogical framework. Research limitations/implications: The implications of the research highlight the need to address policy interventions that disrupt the value of First Teachers in community context and their role in values formations for young people in community. Practical implications: The implications of the research can be addressed at the policy and international level where considerations of educational arrangements need to be understood. Social implications: The social implications of this publication are the value of iTaukei and Indo-Fijian Early Childhood educators in Fiji, and their voices being heard and understood via a published academic journal. Originality/value: This work is original and is a collaborative paper written between Australian and iTaukei and Indo-Fijian Early Childhood educators.

Objectives: While there are good reasons to assume that mindfulness protects against burnout in students, nothing is known about the role of caring for bliss. This study examined whether caring for bliss moderated the relationship between mindfulness at baseline and aspects of burnout approximately 12 weeks later. Participants: Students (n = 92) from a university in the United States. Methods: Online surveys were administered in 2018. Results: Moderated regression analyses, controlling for depressive symptoms and burnout at baseline, revealed that caring for bliss moderated the relationship between earlier mindfulness and two aspects of later student burnout, namely emotional exhaustion and cynicism. Specifically, exhaustion and cynicism were low when students reported either low or high scores on both mindfulness and caring for bliss. No moderating effect was found for academic efficacy. Conclusions: Mindfulness and caring for bliss appear to work synergistically to reduce aspects of student burnout over time.

This qualitative study investigated the perceptions of masculinity and fatherhood of male school leaders and their perceptions associated with leadership practice. We used purposive sampling to recruit male Israeli school leaders for participation in the study. We collected the data by semi-structured interviews, which we then subjected to thematic analysis. The results indicate that the participants were divided between hegemonic and caring views of masculinity. By contrast, two-thirds of the leaders held an emotional view of fatherhood, and only one-third had an instrumental view. The results shed light also on the perceived connection of leaders' masculinity and fatherhood views with their leadership practice. The findings and contributions of the study are discussed.

Making autoethnography outlines a method for combining the practices of making (sewing and crochet) and interpretive writing to capture the relationality of the self and materials. I discuss how I have developed my fascination with making as a conduit for working through the challenges of writing autoethnography and the personal vulnerabilities that this practice can reveal. I detail how experimenting with making autoethnography through the stages of discovery, development and embedding develops a practice to interweave my interpretation of the relationality and materiality of making. Through paying attention to development over time as well as the time spent making, this approach explicitly integrates a temporal framing within autoethnographic methods. I also explore how making expresses the complexity of relationships bound through caring and grief. In embedding this methodology, I consider how attempting to capture the diversity of making though recording time, materials and skills, can take the researcher closer to unpicking the qualities of making and how these are constituted by social identities.

This article highlights the intersections of Mattering, Dialogue, and Love--three seemingly distinct concepts, within schooling and research. Using sister circles, book presentations, and a critical ethnography, we underscore how a critical examination of one's lived experiences can serve as a platform for anti-racist and social justice work. In this way, this article functions as a medium through which we acknowledge systemic inequities perpetuated within schools and recenter schools as extensions of the communities they serve.

In 2019, a new national Ethics Review Authority (Etikprövningsmyndigheten, EPM) was created in Sweden. In 2020, Sweden's "Ethical Review of Research Involving Humans Act" was revised, tightening this legislation, and increasing penalties for its infraction. This article draws on empirical material generated by artistic research conducted with a norm-critical contemporary music ensemble. Two of the musicians who collaborated with this research identify as disabled. Consequently, in accordance with EPM, my artistic research was subject to mandatory ethics review. Reflecting critically on my own experience of seeking ethical approval for this artistic research project, I show how EPM's process of ethics review enacts scientific boundary work in Sweden that privileges the interests of academic disciplines that are already well-established. As a corrective to EPM's scientific boundary work I propose the application of an ethics of care that recognises the complex relationalities that exist between research institutions, researchers and research participants.

This research investigates teacher candidates' experiences during two semesters of imposed remote instruction during a pandemic. Through qualitative research interviewing, the perceptions of a purposeful sample of five preservice teachers were captured to investigate the faculty's emergency remote teaching approaches. The theory-based interview guide was developed based on six concepts, namely, feedback, care, student engagement, choices, collaboration, and autonomous learning. The results present factors affecting the quality of feedback. Several challenges were identified in the way and the timing in which content was structured, presented, and released. The interviewed participants' engagement levels were determined by regular synchronous interaction, highly structured learning platforms, and precise communication. The challenges of collaboration, a lack of social cohesion, and a lack of adaptations made to the digital curriculum affected students' motivation, engagement, and efficiency levels. Distinct structures, clearly communicated purposes, and a well-defined organization were considered to be key to ensuring learning autonomy. The study contributes to refocusing efforts with a view towards post-pandemic teaching.

In this paper, we discuss the ethical responsibilities of being a role model as an engineering teacher in higher education. We draw on virtue ethics, care ethics, ethics of freedom and role modeling theory, using Grande's framework for engineering education. We argue that the three ethical theories give different views on the ethics of role modeling as a teacher. Virtue ethics implies that the teacher should behave as virtuously as possible to encourage students to emulate character traits. Care ethics implies that the ethics of role modeling is fundamentally about care practices, emphazising relationships and values such as attentiveness and responsibility. Ethics of freedom urges the teacher to grant individuals opportunities to develop and be free from the control of others. By using role modeling and ethical theory, we aim to show how theory has an impact on both teaching practices and could underpin empirical research in engineering education.

Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services ("Servicios Locales de Educación Pública") and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals' emotional and occupational experiences that have worked in the initial two-and-half years of one of the first "Servicios Locales de Educación Pública" created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as 'philanthropic emotional work', driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support.

This article evaluates data from a case study involving five third-generation Mexican American teachers who work in an urban school district in Central Texas. The study analyzes their social capital and their culturally responsive connections with immigrant, first-, second-, and third-generation Mexican American students' in and out-of-school experiences. For this case study, I analyzed data collected from individual pre-COVID19 face-to-face interviews and field observations to study their individual perceptions about their culturally responsive connections with Mexican American students from diverse generational backgrounds. Moreover, data analysis indicate that the teachers' cultural and ethnic advocacy inform their identities as culturally responsive teachers.

Background: Research into online exams in higher education has grown significantly, especially as they became common practice during the COVID-19 pandemic. However, previous studies focused on understanding individual factors that relate to students' dispositions towards online exams in 'traditional' universities. Moreover, there is little knowledge on university distance learning students' experience of transitioning from in-person to online exams. Objectives: This study investigates the acceptance and satisfaction of university distance learning students in their transitioning from in-person to online exams, through multiple factors. Methods: We employed a mixed-methods study to understand the relationship between assessment and online exam factors (e.g., revision and online exam satisfaction, assessment competencies, invigilation acceptance, exam anxiety and workspace satisfaction). Cluster analysis and interview data contributed to our understanding of students who are 'strongly positive' and 'less positive' towards online exams. Results and Conclusions: Our findings highlight the overall importance of increasing student confidence by building their assessment competencies throughout their studies and familiarising them early with the technologies and formats to be used in the actual exam. We also shed light on particular student characteristics that relate to reduced online exam acceptance, such as students with disabilities, caring responsibilities and mental health issues, or students who lack access to the necessary technology. Implications: The findings and recommendations of this research contribute to the wider agenda of designing fair and trustworthy online assessment, including exams, for the future.