Care-full Realms and Facets

In which context do you practice care-full scholarship? In your research and when engaging in participatory work? Or, in your teaching practice? Or, through initiatives /networks / communities you are part of? 

Included below are some examples of how the various realms, facets and principles of care-full scholarship are depicted within the literature (as additional to the citations included in the pages above and below). Have a read through and see which ones speak to you the most based either on your own experience to date or your future aspirations. Are there any which you disagree with? Please post your thoughts in the discussion board below. Also, if you have any other examples which you are able to share from the existing literature please do so.  

• “[Care] is essentially a cognitive and emotional orientation towards the other.” (Rummery & Fine 2012: 323) 
• “Care is difficult work, but it is the work that sustains life” (Tronto 1993:117)
• “caring means becoming subject to the unsettling obligation of curiosity, which requires knowing more at the end of the day than at the beginning” (Haraway 2008:36)
• “Care can […] be conceptualized as a social process and as a daily human activity. It should be seen as a human practice that entails a moral disposition or a set of moral orientations oriented at the question of how needs should be interpreted and if and how they can be fulfilled.” (Sevenhuijsen 2000: 12)
• “Care is relational, situated, non‐violent, nurturing, restorative, and future‐oriented. As such, care is both a practice and a politics, and therefore becomes the key to social accountability and essential to a meaningful substantive democracy” (Bond et al. 2020:8)”
• “[Care is] a form of labour, tending to the needs of another” (Rummery & Fine 2012: 323) 
• “We conceptualise ethics of care as messy and organic dynamics that give rise to multiple complex outcomes entangled in complicated ways and resisting straight forward auditability. We suggest conceiving of research from the beginning as ‘‘more-than-research’’, questioning and blurring lines between academic and non-academic outcomes, and mapping rather than prescribing the tangible and intangible importance of research practices, engagements and achievements.” (Blazek et al 2005: 54) 
• “since all relationships of care inevitably involve power, and often involve deep power differentials, all care relations are, in an important way, political” (Tronto, 2013:33)
• “caring can be both so rewarding and so exasperating” (Fisher and Tronto, 1990: 41)
• “In a conception of care as a collective good, care has to be shared, distributed, the “surplus” of life and energy that it produces returned to the carers in order to avoid affective and material burnout” (Puig de la Bellacasa 2017: 163)
• “there are always limits to care and responsibility and that these are always in negotiation, brokered by institutional locations, interpersonal power relations, personalised ethics” (Madge et al 2009: 44)
• [A care-based perspective] “accepts emotions, context, and concern for particular others as comprehensible reasons. Instead of being excluded from the moral discourse, caring feelings are considered as valuable complements and legitimate arguments.” (Jax et al. 2018: 25) 
• “A care-full post-colonial pedagogy, therefore, is above all else a pedagogy of context. It is attentive to the work that representations do, attentive to the lasting resonance and reverberation of specific types of practice, yet always aware of the instabilities that require social relations be made anew. It is deeply attuned to the temporarilities and spatialities of different knowledges” (Newstead 2009: 88)
• “an ethics of care could be a framework not just for understanding who gives care, where and why (ie, the interpersonal and institutional experience of care-giving) but also for understanding how an approach informed by care might enlighten our entire way of collective and individual being. This characterizes what we call care-ful or compassionate geographies.” (Milligan and Wiles 2010: 743)