دورية أكاديمية
Teaching for Diversity: University Educators' Accounts of Care Work and Emotional Labour with CALD Students
| العنوان: | Teaching for Diversity: University Educators' Accounts of Care Work and Emotional Labour with CALD Students |
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| اللغة: | English |
| المؤلفون: | Sally Baker (ORCID |
| المصدر: | Teaching in Higher Education. 2024 29(2):567-583. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Psychological Patterns, Caring, Teacher Student Relationship, Student Diversity, College Students, College Instruction, Teacher Attitudes, Student Needs, Emotional Response, Teacher Response, Foreign Countries |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/13562517.2021.2015751 |
| تدمد: | 1356-2517 1470-1294 |
| مستخلص: | The massification of higher education has resulted in a highly diverse student body. Within this expansion, the increased number of Culturally and Linguistically Diverse (CALD) students has unquestionably enriched university campuses, but has also brought challenges for teaching and learning within higher education systems. There are limited accounts in the scholarly literature with regard to university educators' perspectives of their teaching and students. In particular, limited attention has been paid to the care-related and emotional dimensions of teaching diverse cohorts. Through a mixed-method study of university educators, this paper provides a thematic analysis of university educators' experiences of teaching CALD students, including their reflections on students' specific needs, the existing supports offered and suggestions as to what supports are needed. It considers the visibility of the care work and emotional labour educators undertake, and problematises how this work is created by institutional assumptions but rarely recognised as legitimate 'work'. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1417285 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1356-2517 1470-1294 |
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| DOI: | 10.1080/13562517.2021.2015751 |