Pedagogic imaginings: Negotiating pedagogies of care/protection in a risk society
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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|Item Type:||Journal Article|
|Additional Information:||Author contact: firstname.lastname@example.org|
|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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