ABSTRACT
This chapter begins with an overview of how, amid the COVID-19 pandemic, teacher education faculty at a Catholic university navigated both sacred understandings of care and a secular national accreditation process. The authors examine the tensions that arose as faculty navigated curricular changes required for accreditation while maintaining the institution’s focus on human dignity and culturally responsive caring. They then consider how these intersections and disconnections between the sacred and the secular shape understandings of and language for care in post-pandemic teacher education.
