The recent institutional push for Social and Emotional Learning (SEL) and mental health care to be taken up in the realm of education strikes an inauthentic note to those navigating the structural limitations of day-to-day life in K-12 schools. The limits of authentic institutional care are evidenced by rising numbers of teachers leaving the profession across the international education community, and the impacts of those losses are felt by the most undervalued and underserved who suffer deeply from the fallout. This book presents the possibility for interruptive joy to break through for teachers in spite of institutional limitations. That joy can be found in care-based pedagogies, radical collegiality and what the author calls a “relational reading practice” as seen in philosophical conversations with teacher-supportive educational thinkers whose works have informed the author’s own praxis over a twenty-year career in public education. At the end of each chapter the reader is given thematic provocations in the form of a series of questions for reflection to help answer: How can we manifest more relational care in education by harnessing joy in the school setting?
于Finding Joy
著者：
Natalie Davey
Natalie Davey
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Search for other papers by Natalie Davey in
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