Journal of Advances in Education Research

Download PDF (238.5 KB) PP. 135 - 144 Pub. Date: August 1, 2017

DOI: 10.22606/jaer.2017.23001

• Jennifer Rider^*
  Department of Teacher Education, Fort Lewis College, Durango, CO, USA

Relationships are central to teaching and learning in higher education contexts. Positive relationships between faculty and students can be built on ethics of care (Noddings, 2005). By increasing rhetorical awareness in online communication with students, faculty can reflect on how discourse forms may mask forms of care toward students (Blommaert, 2005). This study uses a selfanalysis of discourse to focus on how higher-education faculty uses technological tools to incorporate ethics of care into their relationships with students. In exploring the question "What themes of care can be present in digital discourse?" fourteen themes of care emerged from the data analysis. The findings offer considerations for discourse use and five tenets for building care into online communication with students.

Ethics of care, online discourse, faculty-student relationships, higher education, online learning technologies

[1] Banks, J. A. (2007). Educating citizens in a multicultural society (2 edition). New York, NY: Teachers College Press.

[2] Blommaert, J. (2005). Discourse: A critical introduction. New York, NY: Cambridge University Press.

[3] Comer, J. (1995). Lecture given at Education Service Center, Region IV. Houston, TX.

[4] Delpit, L. D. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.

[5] Draper, R. J. (Ed.). (2010). (Re)imagining content-area literacy instruction. New York, NY: Teachers College Press.

[6] Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

[7] Galinsky, A. (2015, August 15). When You’re in Charge, Your Whisper May Feel Like a Shout. The New York Times. Retrieved from http://www.nytimes.com/2015/08/16/jobs/when-youre-in-charge-your-whisper-may-feellike-a-shout.html

[8] Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

[9] Goodman, K. (1996). On Reading (1 edition). Portsmouth, NH: Heinemann.

[10] Hooks, bell. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge.

[11] Hooks, bell. (2003). Teaching community: A pedagogy of hope (1 edition). New York, NY: Routledge.

[12] Kirby, S. L., Greaves, L., & Reid, C. (2006). Experience research social change: Methods beyond the mainstream (2nd ed.). Ontario, Canada: Broadview Press.

[13] Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Association, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

[14] Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2 edition). San Francisco, CA: Jossey-Bass.

[15] Lapp, D., Flood, J., Heath, S., & Langer, J. (2009). The communicative, visual and performative arts: Core components of literacy education. In J. V. Hoffman & Y. Goodman (Eds.), Changing Literacies for Changing Times: An Historical Perspective on the Future of Reading Research, Public Policy, and Classroom Practices (pp.3–16). New York.

[16] Noddings, N. (1995). Teaching themes of care. The Phi Delta Kappan, (9), 675.

[17] Noddings, N. (2005). The Challenge to care in schools: An alternative approach to education. Advances in contemporary educational thought, Volume 8. (2nd ed.). New York, NY: Teachers College Press. Retrieved from http://eric.ed.gov/?id=ED377590

[18] Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press.

[19] Noddings, N. (2014). High morale in a good cause. Educational Leadership, 71(5), 14–18.

[20] Oakes, J., Anderson, L., Lipton, M., & Stillman, J. (2012). Teaching to change the world. Saint Paul, MN:Paradigm Pubishers.

[21] Palmer, P. J. (1997). Teaching and learning in community. About Campus, 2(5), 4–13.

[22] Pierson, R. (2013). Every kid needs a champion. TED. Retrieved from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.

[23] Plester, B., Wood, C., & Bell, V. (2008). Txt msn n school literacy: does texting and knowledge of text abbreviations adversely affect children’s literacy attainment? Literacy, 42(3), 137–144.

[24] Scollon, R., & LeVine, P. (2004). Multimodal discourse analysis as the confluence of discourse and technology. In Scollon, Ron & P. LeVine (Eds.), Discourse and technology: Multimodal discourse analysis (pp. 1–6). Washington, D.C: Georgetown University Press.

[25] Sleeter, C. E. (2005). Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. New York, NY: Teachers College Press.

[26] Valdes, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools: An ethnographic portrait. New York, NY: Teachers College Press.

[27] Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice (1 edition). New York, NY: Routledge.

[28] van Dijk, T. A. (1996). Discourse, power and access. In C. R. Caldas-Coulthard & M. Coulthard (Eds.), Texts and practices: Readings in critical discourse analysis. New York, NY: Routledge. Retrieved from http://www.discourses.org/OldArticles/Discourse,%20power%20and%20access.pdf

[29] Weib, J., & Schwietring, T. (2014). The power of Language: A philosophical-sociological reflection. Retrieved from http://www.goethe.de/lhr/prj/mac/msp/en1253450.htm

[30] Wood, G., & Lemley, C. (2015). Mapping cultural boundaries in schools and communities: Redefining spaces through organizing. Democracy and Education, 23(1). Retrieved from http://democracyeducationjournal.org/home/vol23/iss1/3