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Pedagogic imaginings: Negotiating pedagogies of care/protection in a risk society

Singh, Parlo & McWilliam, Erica L. (2005) Pedagogic imaginings: Negotiating pedagogies of care/protection in a risk society. Asia-Pacific Journal of Teacher Education, 33(2), pp. 115-134.

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Abstract

This paper reports on a focus group study into teacher professional identity conducted in Queensland, Australia. It examines the images of teachers and children, the imagined worlds of schools and classrooms, and some possibilities for imagining new professional identities that arose in the focus group talk of teachers. The authors suggest that the emergence of new pedagogic practices, namely ‘no touch’ pedagogies, inculcate new cultural dispositions in teachers: heightened anxiety about touching children (Jones, 2001); professional collegiality via safety in numbers (McWilliam & Singh, 2003), and 'awareness' of inherent paradoxes between safe, non-risky and productive pedagogies (Jones, under review).

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ID Code: 1045
Item Type: Journal Article
Additional Information: Author contact: e.mcwilliam@qut.edu.au
Keywords: HERN
DOI: 10.1080/13598660500121878
ISSN: 1469-2945
Subjects: Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Divisions: Current > QUT Faculties and Divisions > Creative Industries Faculty
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 Taylor & Francis
Copyright Statement: First published in Asia-Pacific Journal of Teacher Education 33(2):pp. 115-134.
Deposited On: 30 Nov 2006
Last Modified: 27 Oct 2014 14:55

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