Love as the lifeblood of being-well: a call for care for teachers in England’s schools

References

• Acker, S. (1995). Carry on caring: The work of women teachers. British Journal of Sociology of Education, 16(1), 21–36.
   Web of Science ®Google Scholar
• Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the Literature. Australian Journal of Teacher Education, 40(40), 111. https://doi.org/10.14221/ajte.2015v40n8.6
   Google Scholar
• Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E., & Borges, Á. (2020). Teacher’s physical activity and mental health during lockdown due to the COVID-2019 pandemic. Frontiers in Psychology, 11, 2673. https://doi.org/10.3389/fpsyg.2020.577886
   Web of Science ®Google Scholar
• Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Beck, K., & Cassidy, W. (2019). Teaching in difficult times: The promise of care ethics. In A. Jule (Ed.), The compassionate educator: Understanding social issues and the ethics of care in canadian schools,32. Canadian Scholars’ Press.
   Google Scholar
• Ben-Arieh, A., Casas, F., Frones, I., & Krobin, J. (2013). The multifaceted concept of child wellbeing. In A. Ben‐Arieh, F. Casas, I. Frones, & J. Korbin (Eds.), The handbook of children’s wellbeing: Theories, methods and policies in global perspective (pp. 1–28). Springer Reference.
   Google Scholar
• Bevington, T., Kurian, N., & Cremin, H. (2020). Peace education and citizenship education: Shared critiques. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education (pp. 155–168). Palgrave Macmillan.
   Google Scholar
• Brady, J., & Wilson, E. (2020). Teacher wellbeing in England: Teacher responses to school-level initiatives. Cambridge Journal of Education 51(1), 1–19. https://doi.org/10.1080/0305764X.2020.1775789
   Google Scholar
• Coffey, J. (2020). Assembling wellbeing: Bodies, affects and the ‘conditions of possibility’ for wellbeing. Journal of Youth Studies, 1–17. https://doi.org/10.1080/13676261.2020.1844171
   PubMed Web of Science ®Google Scholar
• Cowley, A. (2019). The wellbeing toolkit: Sustaining, supporting and enabling school staff. Bloomsbury Publishing.
   Google Scholar
• Cremin, H., Aryoubi, H., Hajir, B., Kurian, N., & Salem, H. (2021). Post-abyssal ethics in education research in settings of conflict and crisis: Stories from the field. British Educational Research Journal. https://doi.org/10.1002/berj.3712
   Web of Science ®Google Scholar
• Culshaw (2019). An exploration of what it means to be struggling as a secondary teacher in England (PhD thesis). University of Hertfordshire. https://uhra.herts.ac.uk/handle/2299/22082
   Google Scholar
• Culshaw (2020, November). Floating not drowning: The case for buoyancy to help teachers un-struggle. Paper presented at the online annual conference of the International Professional Development Association (IPDA). Imagining the post-professional: identity, ethics and response-ability beyond professional standards.
   Google Scholar
• Culshaw, S. ( @SuzanneCulshaw). (2021, March 31). Absolutely thrilled that our workshop proposal for this year’s @BERANews conference - within the @EdandHealth theme - has been accepted. Really looking forward to facilitating this session with @nomishakurian. What’s love got to do with it? Twitter. https://twitter.com/SuzanneCulshaw/status/1377279051396743169
   Google Scholar
• Culshaw, S., & Maitland, J. (2021). forthcoming, Spring issue, in print). What can we do but struggle? Developing a whole-school and whole-system approach to promoting staff wellbeing. BERA Research Intelligence, (146), 17–19.
   Google Scholar
• Day, C. (2012). The importance of teacher resilience to outstanding teaching and learning in schools. http://www.sec-ed.co.uk/best-practice/the-importance-of-teacher-resilience-to-outstanding-teaching-and-learning-in-schools (accessed 17.April.2019). SecEd, MA Education Limited.
   Google Scholar
• Department for Education. (2018a). Schools workforce census: November 2018. UK Government. https://www.gov.uk/government/statistics/school-workforce-in-england-november-2018
   Google Scholar
• Department for Education. (2018b). Factors affecting teacher retention: Qualitative investigation. March 2018. UK Government. https://www.gov.uk/government/publications/factors-affecting-teacher-retention-qualitative-investigation
   Google Scholar
• DfE, (2020) National Standards of Excellence for Headteachers https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers/headteachers-standards-2020 accessed 12. February.2021. UK Government.
   Google Scholar
• Dodge, R., Daly, A. P., Huyton, J., Sanders, L. D., et al. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. 2012 https://doi.org/10.5502/ijw.v2i3.4
   Google Scholar
• Education Support. (2020). Covid-19 and the classroom: Working in education during the coronavirus pandemic: The impact on education professionals’ mental health and wellbeing.
   Google Scholar
• Education Support Partnership, 2018. Teacher Wellbeing Index 2018 [WWW Document]. URL https://www.educationsupportpartnership.org.uk/resources/research-reports/teacher-wellbeing-index-2018 (accessed 16. March.2019). Education Support Partnership UK.
   Google Scholar
• Fine, M. D. (2007). A caring society? Care and the dilemmas of human service in the 21st century. Palgrave Macmillan.
   Google Scholar
• Fisher, B., & Tronto, J. (1990). Toward a feminist theory of care. In E. Abel & M. Nelson (Eds.), Circles of care: Work and identity in women’s lives,41. SUNY Press.
   Google Scholar
• Freedland, J. (2020, 11 December). The magnifying glass: How Covid revealed the truth about our world.The Guardian. https://www.theguardian.com/world/2020/dec/11/covid-upturned-planetfreedland
   Google Scholar
• Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), 167–191. https://doi.org/10.1177/002234336900600301
   Google Scholar
• Galtung, J. (1985). Twenty-five years of peace research: Ten challenges and some responses. Journal of Peace Research, 22(2), 141–158. https://doi.org/10.1177/002234338502200205
   Web of Science ®Google Scholar
• Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. SAGE.
   Google Scholar
• Gibson, S., Oliver, L., & Dennison, M. (2015). Workload challenge: Analysis of teacher consultation responses (Report 49). UK Government. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/401406/RR445_-_Workload_Challenge_-_Analysis_of_teacher_consultation_responses_FINAL.pdf
   Google Scholar
• Gilbert, P. (2017). Compassion: Concepts, research and applications. Routledge.
   Google Scholar
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
   Google Scholar
• Goldstein, L. (1998a). More than gentle smiles and warm hugs: Applying the ethic of care to early childhood education. Journal of Research in Childhood Education, 12(2), 244–261. https://doi.org/10.1080/02568549809594888
   Google Scholar
• Goldstein, L. (1998b). Taking caring seriously: The ethic of care in classroom life. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-2017.
   Google Scholar
• Häggström, F., Borsch, A. S., & Skovdal, M. (2020). Caring alone: The boundaries of teachers‘ ethics of care for newly arrived immigrant and refugee learners in Denmark. Children and Youth Services Review, 117, 105–248. https://doi.org/10.1016/j.childyouth.2020.105248
   Web of Science ®Google Scholar
• Hajir, B., Clarke-Habibi, S., & Kurian, N. (2021). The ‘South’ Speaks back: Exposing the ethical stakes of dismissing resilience in conflict-affected contexts. Journal of Intervention and Statebuilding, 1–17. https://doi.org/10.1080/17502977.2020.1860608
   Web of Science ®Google Scholar
• Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854. https://doi.org/10.1016/S0742-051X(98)00025-0
   Web of Science ®Google Scholar
• Health and Safety at Work Act 1974. Available at https://www.legislation.gov.uk/ukpga/1974/37/contents (Accessed 30th April 2021). UK Government.
   Google Scholar
• Health and Safety Executive (2020). Education statistics in Great Britain 2020. UK Government. https://www.hse.gov.uk/statistics/industry/education.pdf
   Google Scholar
• Hills, K. J., & Robinson, A. (2010). Enhancing teacher well-being: Put on your oxygen masks! Communique, 39(4), 1–17.
   Google Scholar
• Hwang, Y. S., Bartlett, B., Greben, M., & Hand, K. (2017). A systematic review of mindfulness interventions for in-service teachers: A tool to enhance teacher wellbeing and performance. Teaching and Teacher Education, 64(1), 26–42.
   Web of Science ®Google Scholar
• Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., Gunnell, D., & Gunnell, D. (2016). Teachers‘ wellbeing and depressive symptoms, and associated risk factors: A large cross sectional study in English secondary schools. Journal of Affective Disorders, 192, 76–82. https://doi.org/10.1016/j.jad.2015.11.054
   PubMed Web of Science ®Google Scholar
• Koepke, D. (2019). Daring to take up space. Thought Catalog Books.
   Google Scholar
• Kurian, N. (2019). Empathy: Simple and inevitable? Development education and narratives of african poverty. International Journal of Development Education and Global Learning, 11(1), 120–137. https://doi.org/10.18546/IJDEGL.11.1.08
   Google Scholar
• Kurian, N. (2020a). Rights-protectors or rights-violators? Deconstructing teacher discrimination against LGBT students in England and the UN Convention on the Rights of the Child as an advocacy tool. The International Journal of Human Rights, 24(8), 1080–1102. https://doi.org/10.1080/13642987.2019.1697680
   Web of Science ®Google Scholar
• Kurian, N. (2020b). ‘Kindness isn’t important, we need to be scared’: Disruptions to the praxis of peace education in an Indian school. Journal of Peace Education, 17(2), 186–207. https://doi.org/10.1080/17400201.2020.1728237
   Web of Science ®Google Scholar
• Lilius, J. M., Worline, M. C., Dutton, J. E., Kanov, J. M., & Maitlis, S. (2011). Understanding compassion capability. Human Relations, 64(7), 873–899. https://doi.org/10.1177/0018726710396250
   Web of Science ®Google Scholar
• Mannay, D. (2010). Making the familiar strange: Can visual research methods render the familiar setting more perceptible?’. Qualitative Research, 10(1), 91–111. https://doi.org/10.1177/1468794109348684
   Web of Science ®Google Scholar
• McKenna, M., & Brantmeier, E. (2019). Pedagogy of Vulnerability. Information Age.
   Google Scholar
• Noddings, N. (2002). Starting at home. In Caring and social policy,283. University of California Press.
   Google Scholar
• Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). Teachers College Press.
   Google Scholar
• Ofsted. (2019). Teacher well-being at work in schools and further education providers. Office for Standards in Education, Children's Services and Skills. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/819314/Teacher_well-being_report_110719F.pdf
   Google Scholar
• Pfeffer, J., & Sutton, R. I. (1999). Knowing “What” to do is not enough: Turning knowledge into action. California Management Review, 42(1), 83–108. https://doi.org/10.1177%2F000812569904200101
   Web of Science ®Google Scholar
• Rosenberg, M. B. (2003). Nonviolent Communication: A Language of Life. PuddleDancer Press. California.
   Google Scholar
• Sangharakshita. (1984). Ten pillars of Buddhism. Cambridge.
   Google Scholar
• Seligman, M. (2011). Flourish: A visionary understanding of happiness and well-being. Free Press.
   Google Scholar
• Shantigarbha. (2018) . I’ll Meet You There: A practical guide to empathy, mindfulness and communication. Windhorse Publications. Cambridge.
   Google Scholar
• Sointu, E. (2005). The rise of an ideal: Tracing changing discourses of wellbeing. The Sociological Review, 53(2), 255–274. https://doi.org/10.1111/j.1467-954X.2005.00513.x
   Web of Science ®Google Scholar
• Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
   Web of Science ®Google Scholar
• Stebbins, R. (2009). Personal decisions in the public square: Beyond problem solving into a positive sociology. Transaction.
   Google Scholar
• Subhadramati. (2013) . Not about being good: A practical guide to Buddhist ethics. Windhorse Publications. Cambridge.
   Google Scholar
• Thin, N. (2012). Social happiness: Theory into policy and practice. Policy Press.
   Google Scholar
• Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Psychology Press.
   Google Scholar
• Tucker, P. (2001). Helping Struggling Teachers. Educational Leadership, 58(5), 52–55.
   Web of Science ®Google Scholar
• UNESCO (2020). Supporting teachers and education personnel during times of crisis. Issue note no. 2.2 April 2020. United Nations Educational, Scientific and Cultural Organization.
   Google Scholar
• Van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London: Aithouse Press.
   Google Scholar
• Weare, K. (2010). Promoting mental health through schools. In P. Aggleton, C. Dennison, & I. Warwick (Eds.), Promoting health and wellbeing through schools (pp. 36–53). Routledge.
   Google Scholar
• Weber, M. (1978) Economy and Society (Vols I & II). Berkeley: University of California Press.
   Google Scholar
• Woods, P. A. (2018). School organization: Authority, status and the role of love as an integrative power. In M. Connolly, David H. Eddy-Spicer, C. James & Sharon D. Kruse (Eds.), The SAGE handbook of school organization (pp. 156–176). SAGE.
   Google Scholar
• Woods, P. A., Culshaw, S., Jarvis, J., Payne, H., Roberts, A., & Smith, K. (2020). Arts based and embodied methods of leadership development: Report of a literature review. Hatfield, Hertfordshire, UK: Centre for educational leadership, school of education, university of Hertfordshire.
   Google Scholar
• Wright, P. R., & Pascoe, R. (2015). Eudaimonia and creativity: The art of human flourishing. Cambridge Journal of Education, 45(3), 295–306. https://doi.org/10.1080/0305764X.2013.855172
   Web of Science ®Google Scholar
• Yariv, E., & Kass, E. (2019). Assisting struggling teachers effectively. Educational Management Administration & Leadership, 47(2), 310–325. https://doi.org/10.1177/1741143217725323
   Web of Science ®Google Scholar