The Rhetoric of Care: Preservice Teacher Discourses that Depoliticize, Deflect, and Deceive |
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| Authors: | Eric Toshalis |
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| Institution: | (1) Graduate School of Education and Counseling, Lewis and Clark College, MSC 14, Portland, OR 97219, USA |
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| Abstract: | How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may
function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary
interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit
discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts
blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being
produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic
when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development
are provided as are suggestions for how to recognize and implement more authentic forms of care. |
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