Engaging with the Bailey Review: blogging, academia and authenticity
http://data.open.ac.uk/oro/30106
is a Article , Academic article

 CSV  JSON  XML  SPARQL

Outgoing links
Property Object
Dataset Open Research Online
Creator There are 8 more objects.
You can use the links at the top of the page to download all the data.
Is part of
Date 2011
Status Peer reviewed
URI
  • http://data.open.ac.uk/oro/document/34969
  • http://data.open.ac.uk/oro/document/34970
  • http://data.open.ac.uk/oro/document/34971
  • http://data.open.ac.uk/oro/document/34972
Volume 3
Issue 1
Abstract This article reproduces and discusses a series of blog posts posted by academics in anticipation of the report on ommercialisation, sexualisation and childhood, ‘Letting Children Be Children’ by Reg Bailey for the UK Department of Education in June 2011. The article discusses the difficulty of ‘translating’ scholarly work for the public in a context where ‘impact’ is increasingly important and the challenges that academics face in finding new ways of speaking about sex in public.
Authors authors
Type
Label
  • Attwood, Feona; Barker, Meg ; Bragg, Sara ; Egan, Danielle; Evans, Adrienne; Harvey, Laura ; Hawkes, Gail; Heckert, Jamie; Holford, Naomi; Macvarish, Jan; Martin, Amber; McKee, Alan; Mowlabocus, Sharif; Paasonen, Susanna; Renold, Emma; Ringrose, Jessica; Valentine, Ludi; Frances Watson, Anne and van Zoonen, Liesbet (2011). Engaging with the Bailey Review: blogging, academia and authenticity. Psychology and Sexuality, 3(1) pp. 69–94.
  • Attwood, Feona; Barker, Meg ; Bragg, Sara ; Egan, Danielle; Evans, Adrienne; Harvey, Laura ; Hawkes, Gail; Heckert, Jamie; Holford, Naomi; Macvarish, Jan; Martin, Amber; McKee, Alan; Mowlabocus, Sharif; Paasonen, Susanna; Renold, Emma; Ringrose, Jessica; Valentine, Ludi; Frances Watson, Anne and van Zoonen, Liesbet (2011). Engaging with the Bailey Review: blogging, academia and authenticity. Psychology and Sexuality, 3(1) pp. 69–94.
Same as 19419899.2011.627698
Title Engaging with the Bailey Review: blogging, academia and authenticity