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dc.contributor.authorSingh, Parlo
dc.contributor.authorMcWilliam, Erica
dc.date.accessioned2017-05-03T15:12:16Z
dc.date.available2017-05-03T15:12:16Z
dc.date.issued2005
dc.date.modified2013-06-21T03:04:05Z
dc.identifier.issn1359866X
dc.identifier.doi10.1080/13598660500121878
dc.identifier.urihttp://hdl.handle.net/10072/24769
dc.description.abstractChild 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent121692 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeAustralia
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom115
dc.relation.ispartofpageto134
dc.relation.ispartofissue2
dc.relation.ispartofjournalAsia-Pacific Journal of Teacher Education
dc.relation.ispartofvolume33
dc.rights.retentionY
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titlePedagogic Imaginings: Negotiating Pedagogies of Care/Protection in a Risk Society
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 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.
gro.date.issued2005
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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