ABSTRACT
This chapter investigates the practice of care as it relates to the pedagogic work of teachers in schools, with a focus on the methodological affordances offered by cultural historical activity theory. To do so, we consider a subset of data from a larger project on the social justice dispositions of teachers in classrooms at the extremes of advantage and disadvantage in Australian secondary schools. This chapter examines the teaching practices of Mary1, an early career teacher in a disadvantaged school in the outer suburbs of Melbourne, Sutton Community School, with particular attention to how practices of care ‘come to be’ in the context of her work as a teacher in that setting.
