Thesis (M.Sc.)--Flinders University, School of Medicine, Dept. of Speech Pathology and Audiology. / Typescript bound. Includes bibliographical references: (leaves 237-249) Also available electronically.

This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate themselves as professionals, as they drew on a number of dominant discourses available to them. These dominant discourses were located and mapped through analysis of the participants’ talk about relationships with parents, colleagues and authorities. Genealogical analysis enabled multiple readings of the ways in which the participants’ talk held together certainties and uncertainties, as they recounted their experiences and spoke of early childhood expertise, relational engagement and ethics. The thesis concludes with suggestions for ways to support early childhood teachers and pre-service teachers to both engage with and resist normative processes and expectations of professional identity construction. In so doing, multiple and contextual opportunities can be made available when it comes to being professional and ‘doing’ ethics. The thesis makes an argument for new possibilities for thinking and speaking professional identities that include both certainty and uncertainty, comfort and discomfort, and these seemingly oppositional terms are held together in tension, with an insistence that both are necessary and true. The use of provocations offers tools through which pre-service teachers, teachers and teacher educators can access new positions associated with certainties and uncertainties in professional identities. These new positions call for work that supports experiences of ‘de-comfort’ – that is, experiences that encourage early childhood educators to step away from the comfort zones that can become part of expertise, professional relationships and ethics embedded within normative representations of what it is to be an early childhood professional.

"'Too close for comfort?' explores the challenges of working and living in Australian rural communities for a group of health and welfare professionals. Personal and professional role overlap is a key concern particularly as it has implications for ethical practice. This project [...] used a qualitative grounded theory approach to develop a theory about the adoption and management of professional role boundaries within ethical service delivery. " / Doctor of Philosophy

The aim of this thesis is to propose and defend a maxim to serve as a foundation and guideline for professional ethics in nursing. The thesis is informed by philosophical ethics and by first-hand knowledge of professional nursing practice.

Bibliography: leaves 522-538 / xv, 538 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Commerce, 1987

This thesis critically analyses how social work practitioners construct moral-ethical decision-making in systems that are constituted as legal-rational authority and political-socioeconomic interests. Notions of moral-ethicality in practice are represented in social work literature and codified ethics in certain ways and this thesis argues that such representations do not conceive of ways in which the claimed ideals of social work might be achieved in the face of structural oppressions and power imbalance that facilitate disadvantage. A notion that there are possibilities for challenge and resistance by social work practitioners to the power of cultural pedagogy that is inherent in the discursive field of social work is articulated. This is a critical postmodern work with a postmodern approach and this thesis is premised on the works of Zygmunt Bauman, and his perspectives on morality, ethics, responsibility for the Other and power relations. / Thesis (PhD)--University of South Australia, 2003

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Joel Weiss.

Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Paul T. Begley.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.