Pedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society
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Child care and protection have become key issues of concern for all teachers, and particularly for those teachers responsible for the care of young children. In this paper, we analyse focus group data on the topic of child care and protection produced by primary school teachers in Queensland, Australia. By drawing on concepts from cultural globalization, risk society and the sociology of childhood we outline the images, imaginary worlds and imagined professional identities constructed by a cohort of teachers. In particular, we pay attention to teachers' accounts of changes to everyday schooling practices in the context of new child protection legislation and policies. We argue that education and/or professional development in relation to child care/ protection must involve critical engagement and contestation of the images, imaginary worlds and imagined collective professional identities of teachers and children constructed, and consumed often uncritically in these new times.
Asia-Pacific Journal of Teacher Education
© 2005 Australian Teacher Education Association. Published by Taylor & Francis. This is an electronic version of an article published in the Asia-Pacific Journal of Teacher Education, Vol. 33(2), 2005, pp. 115-134. The Asia-Pacific Journal of Teacher Education is available online at: http://www.tandfonline.com with the open URL of your article.