What’s ‘good care’? Care pedagogies of educational guidance counsellors.

Care in schools is accepted as one of the expected pedagogical strategies of teachers for children to function well at school, within community and society. There is a presumption that teaching in schools comprises and continues some of the caring functions of parenting. Schools have been imbued with the task of implementing the acquisition of skills and knowledge to supplement the initial parental investment of care. Foundational studies by Noddings have influenced educational scholarship regarding the practice of caring within schools.
Within contemporary school contexts, one role of educational guidance counsellors is the enactment of care towards students, staff and parents. For guidance counsellors, the use of care may have been taken-for-granted with inadequate attention to professional practice and intentions. Implementation of care practices have become blurred, subjective and altruistic resulting in often “unintended and possibly dangerous practices of caring”.
In this research, I will apply theoretical concepts and frameworks drawn from the work of Foucault, Rose and Tronto to analyse the politics of ‘good’ care and the political ethics of care in guidance pedagogies. I will argue that a detailed exploration of care has been unheeded, in spite of the proliferating responsibilities of guidance in the contribution of efforts towards curriculum and pastoral practice for students’ health and wellbeing.
This research will use qualitative institutional ethnography to inquire specifically into guidance counsellors’ care practices, using the tools of life history techniques to analyse three different study groups namely leadership and management, guidance counsellors, and final year tertiary education and counselling students.
Findings will centre on the dominant discourses of care constituting guidance counsellors’ policies and practices; establish the association between guidance counsellors’ beliefs, intentions and motivations with care practices and pedagogies; and ascertain whether there are methods of practice, sets of principles and processes that provide appropriate care constructs for educational pedagogies by guidance counsellors in their work.


Date: Friday 26th October 2018
Time: 11.00am – 1.00pm
Location: Room 102/Building 31A

PANEL: Professor Robyn Gillies, Dr Louise Phillips
Principal Advisor: Dr Linda-Dianne Willis
Associate Advisor: Dr Louise McCuaig

About HDR Confirmation Seminars

The Confirmation Seminar is the first public presentation in the UQ milestone process.

Staff and students are urged to attend to support your colleagues at this first outing of their project.




Building 31A