Disarticulating neoliberalized care in education

• Published in: Educational philosophy and theory Vol. 57; no. 4; pp. 317 - 327
• Main Authors: Sharma, Ajay, Bivens, Briana M.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 21.03.2025; Taylor & Francis Ltd
• Subjects: Burnout; care ethics; Discourses; Education; Enactment; Ethics; Hegemony; moral injury; Neoliberalism; Teacher burnout; Teachers; Transformation
• ISSN: 0013-1857; 1469-5812
• DOI: 10.1080/00131857.2024.2438210

Teachers are burned out and leaving the profession at an alarming rate. We see this problem connected with the ethical orientation of care ethics that teachers are encouraged to adopt while preparing to enter the profession. When they enter the profession, educators often find themselves confronting a neoliberal hegemony that is at odds with care ethics in both theory and practice. This neoliberalized context is incompatible with the relational conceptual foundations of care ethics, forcing a compromised enactment of care that works against sustainability, equity, and educational transformation. In this article, we elaborate the ontological, epistemological, and axiological tensions that threaten educators' care-ethics-in-practice within neoliberal hegemony. The ersatz care ethics-in-practice is at best able to deliver only a superficial form of caring to the students while possibly causing moral injury to the educators. Ultimately, we see this issue as illustrative of the co-option of progressive discourses by neoliberalism that leads to the hegemony of progressive neoliberalism in educational contexts. Shunning the incremental/structural changes binary, we suggest radical incremental enactments of a politics of collective care might be the way to bring about a future where authentic caring is found woven into the systemic fabric of schooling.