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Implications of Teacher Life–Work Histories for Conceptualisations of ‘Care’: Narratives from Rural Zimbabwe

机译：教师生活的含义-护理概念化的工作历史：津巴布韦农村的叙事

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摘要

Schools are increasingly seen as key sites for support to HIV‐affected and other vulnerable children, and teachers are assigned the critical role of identifying and providing psychosocial support. Drawing on the life–work history narratives of 12 teachers in Zimbabwe, this paper explores the psychosocial processes underpinning teachers' conceptualisations of these caring roles. The influence of prolonged adversity, formative relationships, and broader patterns of social and institutional change in teacher identity formation processes speak to the complex and embodied nature of understandings of ‘care’. In such extreme settings teachers prioritise the material and disciplinary aspects of ‘care’ that they see as essential for supporting children to overcome hardship. This focus not only means that emotional support as envisaged in international policy is commonly overlooked, but also exposes a wider ideological clash about childrearing. This tension together with an overall ambivalence surrounding teacher identities puts further strain on teacher–student relationships. We propose the current trainings on providing emotional support are insufficient and that more active focus needs to be directed at support to teachers in relation with their students. © 2015 The Authors. Journal of Community & Applied Social Psychology published by John Wiley & Sons Ltd.
机译：学校越来越被视为支持受艾滋病毒影响的儿童和其他弱势儿童的关键场所，并且老师被赋予了确定和提供社会心理支持的关键作用。本文利用津巴布韦12位教师的生活-工作历史叙述，探讨了心理社会过程，这些过程支撑了教师对这些关怀角色的概念化。长期的逆境，形成性关系以及更广泛的社会和机构变革模式在教师身份形成过程中的影响说明了对“照料”理解的复杂性和体现性。在这种极端情况下，教师优先考虑“照料”的物质和纪律方面，他们认为这对支持儿童克服困难至关重要。这种关注不仅意味着人们普遍忽视了国际政策中所设想的情感支持，而且还暴露了在育儿方面更广泛的意识形态冲突。这种紧张局势以及围绕教师身份的总体矛盾情绪，进一步加剧了师生关系。我们认为，当前有关提供情感支持的培训是不够的，需要更加积极地关注对教师及其学生的支持。 ©2015作者。约翰·威利父子有限公司出版的《社区与应用社会心理学杂志》。

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