Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling

This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical cariño. We conclude with a call for teacher educators to consider enacting authentic cariño and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic cariño can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development.

“Educate Your Heart Before Your Mind”: The Counter-Narratives of One African American Female Teacher’s Asset-, Equity- and Justice-Oriented Pedagogy in One Urban School

This article narrates one African American female teacher’s asset-, equity-, and justice-oriented pedagogy with foci on culturally responsive pedagogy and authentic caring in teaching in an urban school from the joint perspectives of community cultural wealth, funds of knowledge, and funds of identity. Drawing upon humanizing counter-narrative research methodologies, this article foregrounds traditionally oppressed groups’ repressed voices concerning culturally responsive pedagogy and authentic caring for improving culturally and linguistically diverse students’ academic achievements. These findings show how culturally responsive pedagogy can facilitate students’ learning cognitively, culturally, and politically. Furthermore, this research illustrates how authentic caring—the supportive reciprocal rapport between teachers and students—helps to increases the students’ academic achievement but also fosters teachers’ implementation of the asset-, equity-, and justice-oriented pedagogy. Finally, the implications for facilitating urban school teachers’ asset-, equity-, and justice-oriented pedagogies and the praxis for critical transformative pedagogy are discussed.

Socializing for Authentic Caring Engagement in Nursing Practice: Nursing Student Moral Development in Preceptorship

Background The purpose of this study was to explore the basic psychosocial process of undergraduate nursing student moral development in clinical preceptorship. Method A grounded theory approach was used to explore the process within the context of clinical practice and the student–preceptor–faculty member relationship. Results Socializing for authentic caring engagement in nursing practice emerged from the data as the basic psychosocial process of nursing student moral development in preceptorship. This process included four key categories: (a) distinguishing nursing and moral identity in practice, (b) learning to recognize the patient’s experience, (c) identifying moral issues in practice and creating meaning of practice encounters, and (d) becoming an advocate and reconciling moral issues in practice. Conclusion Findings emerging from this study illustrate the processes of how nursing students work through moral issues and the role of faculty and preceptors in engaging students with moral encounters in the context of preceptorship.

Critically Compassionate Intellectualism in Teacher Education: The Contributions of Relational–Cultural Theory

Cammarota and Romero describe how they utilized a framework they call critically compassionate intellectualism (CCI)—a trilogy of critical pedagogy, authentic caring, and social justice–oriented curriculum—to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and curriculum in teacher education and other settings, especially those committed to a mission of educational justice for our most disadvantaged students. Because the compassion element in CCI is understudied in teacher education, yet crucial to the success of the framework as a whole, in this article, I apply the tenets of relational–cultural theory (RCT) to enhance existing understandings of this component. Based on feminist theories of psychosocial and moral development, RCT expands the original framework to account for varied experiences of privilege and vulnerability when applying CCI beyond its original contexts while retaining core emphases on relationships, empathy, and associated aspects of authentic caring.