LEADER 03272oam 22005535 450 001 9910746952703321 005 20240209092554.0 010 $a3-031-41829-8 024 7 $a10.1007/978-3-031-41829-7 035 $a(MiAaPQ)EBC30757772 035 $a(Au-PeEL)EBL30757772 035 $a(OCoLC)1401060185 035 $a(DE-He213)978-3-031-41829-7 035 $a(CKB)28328642800041 035 $a(EXLCZ)9928328642800041 100 $a20230927d2023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aQuestioning care in higher education $eresisting definitions as radical /$fSally Baker, Rachel Burke 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2023. 215 $a1 online resource (296 pages) 311 08$aPrint version: Baker, Sally Questioning Care in Higher Education Cham : Springer International Publishing AG,c2023 9783031418280 327 $aIntroduction -- Part 1: Setting out the context -- What is care? -- What do universities care about? -- What hinders care in higher education? -- Part 2: Where does care fit in higher education? -- Are universities caring institutions? -- Why care? -- Why is caring considered radical in higher education? -- Part 3: Moving towards a more caring university -- Rethinking institutional care in higher education -- Imagining more caring universities. 330 $aThis book explores questions of care in higher education. Using Joan Tronto?s seven signs that institutions are not caring well, the authors examine whether students and staff consider universities to be caring institutions. As such, they outline how universities systematically, structurally, and actively ?undercare? when it comes to supporting students and staff, a phenomenon which was amplified by the COVID-19 pandemic. Drawing on scholarly ideas from the sociology of care, higher education, social justice, and feminist critique, and in dialogue with empirical insights gathered with people who work and study in universities in Australia, South Africa, and the UK, the book questions why people care, as well as why adopting a caring position in higher education can be viewed as radical. The authors conclude by asking what we can do to counter that view by thinking carefully about the purpose, power, and plurality of care, before imagining how we can create more caring universities. 606 $aEducation, Higher 606 $aCollege students$xCare 606 $aUniversities and colleges$xEmployees$xCare 606 $aEducació superior$2thub 606 $aEstudiants universitaris$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation, Higher. 615 0$aCollege students$xCare. 615 0$aUniversities and colleges$xEmployees$xCare. 615 7$aEducació superior 615 7$aEstudiants universitaris 676 $a378 700 $aBaker$b Sally$01107594 701 $aBurke$b Rachel$01431440 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910746952703321 996 $aQuestioning Care in Higher Education$93573755 997 $aUNINA