Christopher T Mccaw
Biographic Data
| ID | 4605964 |
|---|---|
| NAME | Christopher T Mccaw |
| GIVEN NAMES | Christopher T |
| FAMILY NAME | Mccaw |
| SIGNATURE | MCCAW C T |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-9827-0572 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Educational authority on the outskirts of schooling
This paper explores the experiences of parents who reject formal schooling, providing home education for their own children. At a time of debate about knowledge and expertise, we examine how home educators—operating on the outskirts of formal education—curate knowledge and define their educational authority. Based on interviews with 15 Australian home educators, we show how they sought knowledge aligned with their values, their children’s interes…
Parental rights and state concerns
This paper examines the contestations surrounding the rights and responsibilities of the state and parents to educate children. Focusing our analysis on home education, we suggest that these disputes represent the convergence of–at times agonistic–parental and state politics of care and concern surrounding education and children. To advance our argument, we analyse how the problem of ‘home education’ is represented in two policy reports across tw…
Can Mindfulness Disrupt Temporalities of Contemporary Schooling
Contemplative practices and teacher professional becoming
The last decade has witnessed increasing interest in the potential place of contemplative practices (such as mindfulness, meditation and yoga) in education. Regarding the lives and work of teachers, research in this area has focused almost exclusively on mindfulness-based interventions and related outcomes of stress, burnout and wellbeing, neglecting important questions regarding teacher professional identities, ethics and agency. This paper pres…
Mindfulness in education
Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing tha…
Post-secular affective labours of teaching
This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, medita…
Liminality and the beginning teacher
Becoming a teacher involves not merely the accumulation of disciplinary knowledge and pedagogical techniques, but also significant transformations of identity. A sensitive and research-based appreciation of the nature of these transformations, and their significance for beginning teachers, is potentially valuable for both pre-service teacher education and early-career teacher support practices. Drawing from a recent empirical study this article e…
Post-secular affective labours of teaching
This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, medita…
Mindfulness in education
Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing tha…
Liminality and the beginning teacher
Becoming a teacher involves not merely the accumulation of disciplinary knowledge and pedagogical techniques, but also significant transformations of identity. A sensitive and research-based appreciation of the nature of these transformations, and their significance for beginning teachers, is potentially valuable for both pre-service teacher education and early-career teacher support practices. Drawing from a recent empirical study this article e…
Post-secular affective labours of teaching
This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, medita…
Mindfulness in education
Mindfulness has all but become a mainstay in modern education. Yet despite the incredible enthusiasm and increased application in schools, there remains significant divergence between advocates and critics. Advocates assert that mindfulness practice promotes individual and societal health and well‐being. Meanwhile, critics question the intention and the social and political implications of promoting these ancient practices in schools, arguing tha…
Parental rights and state concerns
This paper examines the contestations surrounding the rights and responsibilities of the state and parents to educate children. Focusing our analysis on home education, we suggest that these disputes represent the convergence of–at times agonistic–parental and state politics of care and concern surrounding education and children. To advance our argument, we analyse how the problem of ‘home education’ is represented in two policy reports across tw…
Can Mindfulness Disrupt Temporalities of Contemporary Schooling
Contemplative practices and teacher professional becoming
The last decade has witnessed increasing interest in the potential place of contemplative practices (such as mindfulness, meditation and yoga) in education. Regarding the lives and work of teachers, research in this area has focused almost exclusively on mindfulness-based interventions and related outcomes of stress, burnout and wellbeing, neglecting important questions regarding teacher professional identities, ethics and agency. This paper pres…
Educational authority on the outskirts of schooling
This paper explores the experiences of parents who reject formal schooling, providing home education for their own children. At a time of debate about knowledge and expertise, we examine how home educators—operating on the outskirts of formal education—curate knowledge and define their educational authority. Based on interviews with 15 Australian home educators, we show how they sought knowledge aligned with their values, their children’s interes…
Sociology (5 works) · Mindfulness (4 works) · Pedagogy (4 works) · Psychology (4 works) · Epistemology (3 works) · Mindfulness and Compassion Interventions (3 works) · Psychotherapist (3 works) · Aesthetics (2 works) · Child Therapy and Development (2 works) · Contemplation (2 works)