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ERIC Number: EJ914609
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1175-9232
Fairer to Fathers: The Role of Schools in Nurturing Positive Fatherhood--A United Kingdom Perspective
Carpenter, Barry
Kairaranga, v8 n1 p13-16 2007
Fatherhood in this 21st century is changing. There is wider societal recognition that, for the sake of our children, we need to value fathers and the contribution they make to family life. In the United Kingdom, various initiatives are actively supporting "Dads" in their role. For fathers of children with disabilities, there are even greater challenges to their fatherhood. This article reviews ways in which fathers of children with disabilities have traditionally been viewed. It asks schools to reflect on ways in which they engage fathers, and makes specific reference to the new UK report (chaired by the author) on "Recognising Fathers" (Foundation for People with Learning Disabilities, 2006).
New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom