An Unprotected Species? On Teachers as Risky Subjects

Autor/inn/en	McWilliam, Erica; Jones, Alison
Titel	An Unprotected Species? On Teachers as Risky Subjects
Quelle	In: British Educational Research Journal, 31 (2005) 1, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Foreign Countries; Child Abuse; Teacher Student Relationship; Sexual Abuse; Risk; Moral Values; Social Values; School Safety; School Policy; Elementary School Teachers; Child Welfare; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Sexueller Missbrauch; Risiko; Moral value; Ethischer Wert; Sozialer Wert; Schulpolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kindeswohl; Neuseeland
Abstract	This paper explores the issue of teacher vulnerability at a time of "child panic". It does so by first elaborating risk-consciousness as a powerful social and cultural rationality for producing moral climates and organisational identities, and then investigating how this rationality works through the fraught issue of teacher touch. Empirical data is drawn from two studies of teacher work in Australian and New Zealand schools to demonstrate that the relatively recent historical phenomenon of heightened teacher vulnerability to allegations of abusive touch is an effect of a new regime of truth that constitutes child protection. It is a regime that produces new tyrannies for the teacher at the same time that it works to eliminate tyrannies for the child. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10