This article focuses on the nature of caring in the university graduate classroom. Its purpose is to show how the ethic of care can be visible and should affect what occurs in administrative preparation programs. The article begins with a review of the literature. The second part of the article describes pedagogical practices utilized in pursuit of a caring community through a culturally responsive framework encompassing an “inclusive classroom culture,” “student funds of knowledge,” and “instructional conversations,” all aimed at helping students perform beyond their current capacity while accommodating community and cultural norms. The third section presents a factually based case study that raises key issues around the cultural encounter between a professor and a bilingual/bicultural graduate education class.
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