This study describes how three highly regarded instructors enact care in and out of the classroom. We first outline multiple theories of care in education-related literature. Then, using a multiple case study approach, we provide three vignettes of highly regarded instructors and their beliefs and practices regarding care in the college classroom. We term these three different enactments of care as critical maternal care, calculated care and neoliberal care. We make the case that these differing conceptions of care can serve as potential frameworks of care in higher education and are influenced by various factors including but not limited to instructors’ teaching experience, disciplinary focus, gender, racial identity and approach to teaching.
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