Page 15 - Educational Leadership in a Changing World

Current Challenges of Educational Leadership

marily associated with early education, and the formal transmission of
knowledge, which is more prominently emphasized in higher educa-
tional stages (Noddings, 2013). Nevertheless, inequality or resistance
in the distribution of care practices in education constitutes a lack of
socio-emotional institutionalization. Therefore, the framework of care
ethics as a moral responsible approach that states relationality and in-
terdependence among individuals is appropriate to address this issue,
especially due to its resilient nature, which fosters adaptation to unfore-
seen circumstances by prioritizing well-being and engagement, thereby
preserving the integrity of education (Kolarić & Taczyńska, 2022).
Specifically, embedded in this context, care can be defined as ‘a mul-
tidimensional concept that involves both the provision of physical,
emotional, and psychological support, and the active maintenance of
the well-being of others, often within intimate relationships or pro-
fessional roles’ (Tronto, 1993, p. 103). Nevertheless, the recognition of
‘care’ within educational practice can be acknowledged in care peda-
gogies. These pedagogical approaches and teaching strategies are of-
ten characterized as care-informed practices that foster reciprocal and
transpersonal relationships within safe, inclusive and responsive learn-
ing environments (Duffy, 2018).
The materialization of this approach can range from the acknowl-
edgement of the individuality of the learner, to the adoption of didactic
models and policies that place care at the centre of the agenda. For in-
stance, when teachers develop a deep understanding of students’ back-
grounds, cultural identities and linguistic knowledge, while intention-
ally avoiding deficit-based perspectives, they create an affirming learn-
ing environment that validates students’ identities and fosters their
overall development (Soto, 2005). Similarly, implementing pedagog-
ical approaches that emphasize students’ interest-driven, real-world
problem-solving, such as service-learning projects, cultivates recipro-
cal caring relationships. This fosters a sense of social responsibility by
actively engaging students in meaningful, community-centred projects
(Park et al., 2023).
The multiple benefits of care pedagogies entail the development of a
positive self-concept enhancing motivation and learning engagement.
Additionally, they cultivate positive self-esteem and emotional well-
being, encouraging active participation, intellectual risk-taking, and
perseveranceinthefaceof challenges. Furthermore, theycultivatetrust
and confidence, strengthening self-efficacy and fostering key values

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