NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924494
Record Type: Journal
Publication Date: 2004-Jan
Pages: 15
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1570-2081
Towards the Victimless School: Power, Professionalism and Probity in Teaching
McWilliam, Erica; Sachs, Judyth
Educational Research for Policy and Practice, v3 n1 p17-31 Jan 2004
This paper argues the importance of moving beyond the state of affairs that makes victims "either" of children "or" of teachers by exploring the conditions of possibility for the idea of a victimless school. The argument is developed drawing data from a study being conducted by the authors into the impact of risk management on teacher work and identity in a number of Australian primary schools (McWilliam, Singh & Sachs, 2002 Managing Risk in Primary Schools: Teacher's professional Identity and Work Practices, ARC Discovery Project Funded by the Australian Research Council). The argument put is that risk minimisation as a system of management and surveillance (including self-surveillance) is producing some effects (whether intended or not) that are counterproductive for teachers and, indeed, for children, the very group they are purported to protect. In order to counter the more pernicious effects of this logic, teachers need actively to engage in seeking ways to optimise "child protection" and "staff protection" simultaneously.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia