Title

Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools

Document Type

Article

Publication details

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

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.