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dc.contributor.authorGunter, Helen M.
dc.contributor.authorHall, David
dc.date.accessioned2019-01-18T12:31:34Z
dc.date.available2019-01-18T12:31:34Z
dc.date.issued2013
dc.identifier.isbn9780203548349
dc.identifier.doi10.4324/9780203548349
dc.identifier.urihttp://hdl.handle.net/10072/142169
dc.description.abstractThe borderline between what is the responsibility of the ‘private’ (e.g. parents) and the ‘public’ (e.g. citizens) in regard to education is unclear and shifting, and so we share the Newman and Clarke (2009, p. 2) position about what they call ‘publicness’: As a way of talking about the combination of things, ideas, issues, people, relationships, practices and sites that have been made public. Such things, people, and issues get made public by a variety of means, but all of them involve processes of making visible matters of connective concern. Public issues or problems (objects) imply publics to take an interest in them (subjects) and these are connected by institutions, relationships and practices (mediums).
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.publisher.placeUnited Kigdom
dc.publisher.urihttps://www.taylorfrancis.com/books/e/9781135929657/chapters/10.4324%2F9780203548349-19
dc.relation.ispartofbooktitleTrust and Confidence in Government and Public Services
dc.relation.ispartofchapter11
dc.relation.ispartofpagefrom204
dc.relation.ispartofpageto220
dc.subject.fieldofresearchEducation Assessment and Evaluation
dc.subject.fieldofresearchcode130303
dc.titlePublic Trust and Education: Teachers and Their Work
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorGunter, Helen


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