Open AccessFairer to fathers. The role of schools in fostering positive fatherhood - a United Kingdon perspective.
Author(s) -
Barry Carpenter
Publication year - 2007
Publication title -
kairaranga
Language(s) - English
Resource type - Journals
eISSN - 1179-9021
pISSN - 1175-9232
DOI - 10.54322/kairaranga.v8i1.81
Subject(s) - perspective (graphical) , foundation (evidence) , value (mathematics) , gender studies , sociology , developmental psychology , psychology , political science , law , machine learning , artificial intelligence , computer science
Fatherhood in this 21st century is changing. There is wider societal recognition that, for the sake of our children, we need to value fathers and the contribution they make to family life, In the United Kingdom, various initiatives are actively supporting Dads' in their role. For fathers of children with disabilities, there are even greater challenges to their fatherhood. This article reviews ways in which fathers of children with disabilities have traditionally been viewed. It asks schools to reflect on ways in which they engage fathers, and makes specific reference to the new UK report (chaired by the author) on Recognising Fathers (Foundation for People with Learning Disabilities, 2006).