Re-theorizing discipline in education : problems, politics, & possibilities
- New York : Peter Lang, c2010.
- Physical description
- xii, 192 p. ; 23 cm.
- Complicated conversation ; v. 34.
LB3012 .R45 2010
- Unknown LB3012 .R45 2010
- Includes bibliographical references and index.
- Contents: Shirley R. Steinberg: Preface - Zsuzsa Millei/Tom G. Griffiths/Robert John Parkes: Opening the Field: Deliberating over 'Discipline' - Zsuzsa Millei: Is It (Still) Useful to Think About Classroom Discipline as Control? An Examination of the 'Problem of Discipline' - Zsuzsa Millei/Rebecca Raby: Embodied Logic: Understanding Discipline through Constituting the Subjects of Discipline - Rebecca Raby: The Intricacies of Power Relations in Discourses of Secondary School Disciplinary Strategies - Megan Watkins: Discipline, Diversity and Agency: Pedagogic Practice and Dispositions to Learning - Robert John Parkes: Discipline and the Dojo - Erica Southgate: Punishing Powerplays: Emotion, Discipline and Memories of School Life - Ken Cliff: Disciplinary Power and the Production of the Contemporary 'Healthy Citizen' in the Era of the 'Obesity Epidemic' - Affrica Taylor: Disciplining Desire: Young Children, Schools and the Media - Rob Imre/Zsuzsa Millei: Citizenship? What Citizenship? Using Political Science Terminology in New Discipline Approaches - Tom G. Griffiths/Rob Imre: Classroom Discipline: A Local Kantian? - Rob Imre/Zsuzsa Millei/Tom G. Griffiths: Utopia/Dystopia: Where Do We Go With 'Discipline'? - Zsuzsa Millei/Tom G. Griffiths/Robert John Parkes: Continuing the Conversation About Discipline as a Problem? A Conclusion.
- (source: Nielsen Book Data)
- Publisher's Summary
- For over a century, teachers, parents, and school leaders have lamented a loss of 'discipline' in classrooms. Caught between guidance approaches on the one hand and a call for zero tolerance on the other, current debates rarely venture beyond the terrain of implementation strategies. This book aims to reinvigorate thinking on 'discipline' in education by challenging the notions, foundations, and paradigms that underpin its use in policy and practice. It confronts the understanding of 'discipline' as purely repressive, and raises the possibility of enabling forms and conceptualizations of 'discipline' that challenge tokenistic avenues for students' liberation and enhance students' capacity for agency. This book is an essential resource for university lecturers, pre-service and in-service teachers, policymakers, and educational administrators who want to re-think 'discipline' in education in ways that move beyond a concern with managing disorder, to generate alternative understandings that can make a difference in students' lives.
(source: Nielsen Book Data)
- Publication date
- edited by Zsuzsa Millei, Tom G. Griffiths, & Robert John Parkes.
- Complicated conversation : a book series of curriculum studies, 1534-2816 ; v. 34