Abstract With many school systems worldwide facing several crises, such as inequality and a lack of well-being among schoolchildren, understanding how to care for, and support care among, these children must be a vital commitment for researchers and school professionals. Hence, this article introduces the notion of cultures of care within communities of children, emphasising care as a collective-transformative practice where children develop cultural tools to transform or navigate within the shared conditions of life with which they struggle. Drawing on cultural-historical and critical branches of psychology, a qualitative case analysis explores how an intervention framework (developed by this article’s author and a schoolteacher) seemed to support the development of a culture of care within a community of children at a Danish municipal primary school. Analyses of observational fieldnotes and interview excerpts suggest how the participating children engaged in negotiating, developing and expanding their shared repertoire of caring cultural tools with the purpose of creating a future in the community where the collective struggles of the present are less challenging. Focusing on the developmental implications, both for the community and for a boy in a marginalised position, the analysis sheds light on the interdependence of collective and individual development, as the children simultaneously care for the development of themselves and their community. Finally, it is discussed how pedagogical initiatives in schools that aim to care for children in marginalised positions as well as for the entire community must acknowledge the activist nature of schoolchildren and the collective nature of their agency.
Read full abstract