Caring; Education; Bilingual; Minorities – Education; Teachers – Training of


By juxtaposing colorblind and critical approaches to caring, the author suggests there is often a disjuncture between teachers‘ caring practices and those that students of color and/or language minorities may expect of their teachers. While critical care may provide the foundation for equitable practices, the author warns against idealizing critical care. The author makes a case that all classroom practices, including pedagogies of care, must be contextualized in larger social and political power dynamics that often shape the (im)possibilities of caring. The article includes a case study of a fourth and fifth grade dual language bilingual teacher, wherein the author examines what critical care practices the teacher is able to enact within the context of a deficit-oriented and assimilationist school setting.