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It examines how the teacher uses the metaphor of “family” in her pedagogy, using interview data to highlight the effects of this operating logic in the classroom. It proposes a novel analytic strategy that keeps in dynamic interplay the relationship between how the teacher conceptualizes practice and where she locates those ideas, centering race and space to interpret pedagogical relations. 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It investigates the teacher’s pedagogical use of the metaphor of“family,” using interview data to underscore the effects produced by such an operating logic in a classroom. Methodologically, the article puts forward a novel analytic strategy to keep in dynamic interplay the relationship between how a teacher conceptualizes her teaching practice and where she locates those ideas. By focusing in-depth on one teacher’s pedagogical relations in the classroom, the article aims to better understand how teachers position the ubiquitous notion of“care” in their practice and how they enact “community” in their classrooms and in the larger schools and neighbourhoods in which they work. In this case study, the concepts and experiences of race and space are considered centrally in the examination of a racialized teacher’s pedagogical practices in a diverse and socio-economically marginalized school. The study has important implications for teacher education, inviting us to more explicitly acknowledge thesalience of race in our conceptions of“care” and the investment of time and emotion that is demanded when practising politically conscious caring in teaching.  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:2 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nKeywords: care, critical race theory, case study, school-community connections, social relations, middle school, black feminist pedagogy, teaching metaphors, social difference, teacher education  \nRésumé  \nCet article est basé sur des conclusions tirées d’une étude d’une enseignante de deuxièmeannée (eighth grade) dans une école au centre-ville de Toronto, Canada. L’article examine l’utilisation pédagogique par cette enseignante de la métaphore de la « famille » à l’aide des résultats qui soulignent les effets produits par cette logique opératoire utiliséedans la salle de classe. Du point de vue méthodologique, l’article avance une stratégie analytique originale qui permet le « jeu » dynamique des rapports entre la façon dont une enseignante conceptualise sa pratique pédagogique et le « lieu » où elle situe ses idées. En se concentrant sur les relations pédagogiques d’une enseignante, l’article a pour but de mieux faire comprendre comment les enseignants positionnent la notion très répandue de « soin » dans leur pratique pédagogique et comment ils mettent en jeu la notion de « communauté » dans leurs salles de classe et, de façon plus large, dans les écoles et les milieuxoù ils travaillent. Les concepts et les expériences de race et d’espace occupant une place centrale dans l’examen des pratiques pédagogiques de l’enseignante racialisée dans un quartier marginalisé . Cette étude met en évidence des implications importantes pour la formation pédagogique des enseignants en nous invitant plus explicitement à reconnaîtrel’importance primordiale de la « race » ou de l’origine raciale ainsi que du concept de « soin » et de l’investissement en temps et en émotion dans l’enseignement.  \nMots-clés : soin, théorie critique de la race, étude de cas, liens entre l’école et la communauté, relations sociales, école intermédiaire, pédagogie féministe noire, métaphores del’enseignement, différences sociales, formation à l’enseignement  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:2 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nAcknowledgements  \nI would like to acknowledge the former Research Officer for the Centre for Urban Schooling at OISE/University of Toronto, Dominique Rivière, for her support in helping me to manage the larger multi-case study of which th","cbCaibU8XqM4nfSn","https://ap.wps.com/l/cbCaibU8XqM4nfSn","pdf",318332,36,"English","# Abstract\n# Résumé\n# Acknowledgements\n# Context and Introduction\n## Framing questions about “family” and “community” in urban classrooms\n## How classroom spaces shape teaching choices\n## Research question on the work of the “family” metaphor\n# Keywords","[{\"question\":\"What is the article’s main focus regarding classroom life?\",\"answer\":\"It investigates how a teacher uses the metaphor of “family” and how that logic shapes pedagogical relations and social dynamics in an urban classroom.\"},{\"question\":\"How does the study connect pedagogy to concepts of race and space?\",\"answer\":\"Race and space are treated as central to examining the pedagogical practices of a racialized teacher in a diverse, socio-economically marginalized school.\"},{\"question\":\"Why does the article consider “care” and “community” important for teacher education?\",\"answer\":\"It argues that teacher education should more explicitly acknowledge race in conceptions of care and recognize the time and emotional investment required for politically conscious caring in teaching.\"}]","Can a Classroom Be a Family? - Race, Space, and the Labour of Care in Urban Teaching | PDF",1792081486,91]