New paper by team members on professional development - and the ethics of care

A new paper has been produced on professional development, by Vivienne Bozalek, Wendy McMillan, Delia Marshall, Melvyn November, Andre Daniels and Toni Sylvester. Just appearing in Teaching in Higher Education,  it is entitled: Analysing the professional development of teaching and learning from a political ethics of care perspective. This is very useful if you want to learn a bit more about the political ethics of care, and how it can be applied to the professional development of academics. It is also a very interesting paper in that it is written by a group who operated as a team, to lead professional development retreats. 

 To cite this article: Vivienne Grace Bozalek, Wendy McMillan, Delia E. Marshall, Melvyn November,
Andre Daniels & Toni Sylvester , Teaching in Higher Education (2014): Analysing the professional
development of teaching and learning from a political ethics of care perspective, Teaching in

Higher Education, DOI: 10.1080/13562517.2014.880681

To link to this article: http://dx.doi.org/10.1080/13562517.2014.880681

Here is the abstract: 

This paper uses Tronto’s political ethics of care as a normative framework to evaluate
a model of teaching and learning professional development. This framework identifies
five integrated moral elements of care – attentiveness, responsibility, competence,
responsiveness and trust. This paper explicates on each of these elements to evaluate
the piloting and implementation of a teaching and learning professional development
model at a South African higher education institution. The political ethics of care was
found to be a useful normative framework for a group of higher educators to reflect on
the process of engaging in teaching and learning professional development in that it
revealed the importance of differential power relations, the importance of working
collaboratively and being attentive to the needs of both caregivers and care receivers.
Keywords: political ethics of care; normative framework; professional development;

higher education; teaching and learning