AbstractThe government initiative Every Child Matters was introduced in 2003 in the wake of a number of high profile cases of the abuse and deaths of children. Every Child Matters was identified as an educational responsibility and its philosophy represented the convergence of a number of developments that are explored in the opening chapters of this study. The central concern here is the delivery of Every Child Matters and this is examined through the processes of legitimation, formulation, adaptation and mediation. Particular reference is made to the role played by teachers of religious studies, citizenship and personal, social, health and economic education.
|Date of Award||May 2012|
The meaning of mattering: a study of the every child matters initiative in four secondary schools
Jakes, A. I. A. (Author). May 2012
Student thesis: Doctoral Thesis