Publications and Research
Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers’ ability to demonstrate care for their students, and students’ ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and marginalization.
This article was originally published in societies, available at doi:10.3390/soc8040113
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).