Dangerous Childhood? Constructing Risk and the Governance of Teacher-Student Interactions

Anne-Marie Grondin

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Dangerous Childhood? Constructing Risk and the Governance of Teacher-Student Interactions

于Negotiating Childhoods

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Anne-Marie Grondin

Anne-Marie Grondin
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类型:: 章节

Page Range:: 131–140

DOI:: https://doi.org/10.1163/9781848880467_014

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Within the past two decades, elementary school boards and related professional bodies in Ontario, Canada have implemented several directives aimed at regulating teacher-student interactions. One reading of these proscriptive tools is that they buttress constructions of child-students as inherently vulnerable and in need of adult protection. A more thorough analysis reveals, however, that such directives construct teachers as both risky (threatening) and at-risk (threatened). In this paper I pay particular attention to the ‘Common Sense Tips’ offered to help teachers identify, manage and/or prevent sexual misconduct cases and allegations. While these documents might be read as reflecting increased social and political concern about the threats teachers pose to students, they are also awareness-raising tools that encourage teachers to be cognisant of their own and their colleagues’ risk of sexual misconduct allegations. Accordingly, these tools encourage teachers to govern their activities in ways that help to mitigate such risks. Such a reading allows us to call attention to the ways in which policies respond to and reinforce entrenched binary representations of adults/children, offenders/victims, subjects/objects, which themselves rely on, reproduce and sustain social inequalities. I conclude by offering some conjectures about the repercussions the reviewed mechanisms may have for teacher-student interactions within elementary school environments.

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Negotiating Childhoods

ISBN:: 9781848880467

出版社:: Brill

印刷出版日期:: 08 May 2010

Subjects
- Philosophy
  - General
- Social Sciences
  - Cultural Studies
  - Youth & Adolescence

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Dangerous Childhood? Constructing Risk and the Governance of Teacher-Student Interactions

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Negotiating Childhoods

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