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Article
Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools
Asia-Pacific Journal of Teacher Education
  • Renata Phelps, Southern Cross University
  • Anne Graham, Southern Cross University
Document Type
Article
Publication Date
1-1-2011
Peer Reviewed
Peer-Reviewed
Abstract
This article argues the importance of ensuring initiatives aimed at improving children’s social and emotional well-being are based on sound participatory principles. The discussion posits links between the recognition of children, dialogic approaches to participation, changing conceptualisations of children and childhood, and children’s well-being. It explores these links in light of one particular initiative, Seasons for Growth (Graham, 1996, 2002, Seasons for Growth; Loss and Grief Education Program. MacKillop Foundation), an education programme built around emerging evidence that giving children a voice assists them to adapt to family change. The paper concludes with insights into what is involved when we locate notions of ‘having a say’ as a key element in promoting children’s well-being.© 2010 The Author(s). Journal compilation 2010 National Children’s Bureau and Blackwell Publishing Limited.
Citation Information

Graham, A, Phelps, R & Watts, T 2011, 'Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools', Asia-Pacific Journal of Teacher Education,vol. 39, no. 1, pp. 47-63.

The publisher's version of this article is available at

http://dx.doi.org/10.1111/j.1099-0860.2010.00295.x