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Challenging Dominant Views on Student Behaviour at School : Answering Back.

By: Sullivan, Anna.
Contributor(s): Johnson, Bruce | Lucas, Bill.
Material type: TextTextSeries: eBooks on Demand.Publisher: Singapore : Springer, 2016Copyright date: ©2016Description: 1 online resource (198 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9789811006289.Subject(s): Early childhood educationGenre/Form: Electronic books.Additional physical formats: Print version:: Challenging Dominant Views on Student Behaviour at School : Answering BackDDC classification: 371.393 LOC classification: L1-991Online resources: Click here to view this ebook.
Contents:
Intro -- Acknowledgments -- Contents -- Chapter 1: Introduction: Why It Is Important to Answer Back -- Introduction -- The Australian Context -- Behaviour in Australian Schools National Summit -- How This Book Is Organised -- References -- Chapter 2: Daring to Disagree About School 'Discipline': An Australian Case Study of a Media-Led Backlash -- Introduction -- Preparing for the National Summit on Behaviour in Australian Schools -- What Happened? -- A Case Study of a Social Media Backlash -- 'Academics are Idiots': Playing the 'Anti-intellectual' Hand -- Creating a False Dichotomy -- Punishment Works -- Summary and Conclusions -- References -- Chapter 3: Understanding and Challenging Dominant Discourses About Student Behaviour at School -- Introduction -- Why Focus on Discourses? -- Evidence of Discourses of Control -- Macro-level Influences -- Micro-level Influences -- The 'Ecology' of the Classroom -- Professional Role Conformity: The Role of Teacher Folklore -- Responsibility and Accountability -- Behavioural Attributions -- 'Answering Back' -- 'We Changed the Conversation from the Deficit View of the Child and Their Family, and the Community': St Xavier's Primary School -- Conclusion -- References -- Chapter 4: Promoting Pedagogies of Engagement in Secondary Schools: Possibilities for Pedagogical Reform -- Taking Context Seriously -- Introducing the Redesigning Pedagogy in the North Project -- Introducing the Idea of the School as a Machine -- The Secondary School as a Context for Constituting Actually Existing Pedagogy -- Logics of School Organisation -- Logics of School Culture -- Logics of Pedagogy -- Working with/against the Secondary School as a Logic Machine -- References -- Chapter 5: Goodbye Mr Chips, Hello Dr Phil? -- Enlisting Inspector Harry Frances Callahan in the School?.
The Hidden Injuries of Schooling and the Struggle to Explain Them -- Enlisting the Data -- La Nostalgie N'est Plus Ce Qu'elle Était (Simone Signoret 1978) -- Competitive Individualism and Neo-liberal Schooling -- Taming and Domesticating Inclusion -- Biopolitics and the Management of Student Identities -- Conclusions? Not Yet -- References -- Chapter 6: Rethinking Mis/Behaviour in Schools: From 'Youth as a Problem' to the 'Relational School' -- Introduction -- 'Youth as a Problem': Deficit Thinking and State Intervention Historically -- 'The Problem of Schooling': Institutional Power, Control and Resistance -- Alternative Possibilities: Imagining the 'Relational School' -- Concluding Remarks -- References -- Chapter 7: Reframing 'Behaviour' in Schools: The Role of Recognition in Improving Student Wellbeing -- Introduction -- Understanding Behaviour in Schools -- Introducing the 'Wellbeing in Schools' Study -- Theoretical Interests -- Key Findings -- The Importance of Relationships -- Taking Account of Recognition -- Having a Say -- Misrecognition -- Rethinking Behaviour in the Context of Wellbeing: The Role of Recognition -- Relationships -- Respect and Participation -- Conclusion -- References -- Chapter 8: 'Schoolwork' and 'Teachers': Disaffected Boys Talk About Their Problems with School -- Introduction -- What Do the Kids Say? -- 'Do You Remember When You Began to Dislike School?' -- 'What Happened to Make You Start Disliking School?' -- 'What Do You Like Least About School?' -- 'What Do You Get in Trouble for Most at School?' -- 'Could Your Previous School Have Done Anything Differently?' -- Being Fairer -- Being More Supportive -- Being More Attentive -- Conclusion -- References -- Chapter 9: Beyond the 'Habits' of 'Punishing, Criticising and Nagging': Fostering Respectful and Socially Just Student Relations Using Critical Pedagogies.
Introduction -- The Lost Art of Discipline? -- A Pedagogical Approach -- Rachel's Story -- Respectful Pedagogies -- Critical Pedagogies -- Concluding Discussion -- References -- Chapter 10: Overcoming the 'Hidden Injuries' of Students from Refugee Backgrounds: The Importance of Caring Teacher-Student Relationships -- Introduction -- Background -- Methodology -- Participants -- The Refugee Experience and Schooling in Africa -- 'You Stand Near the Wall and They Hit You with a Big Stick, a Long Stick': Experiences of Discipline and Control at Schools in Africa -- Resettlement Experience and 'Refugee' Education Provision in Australia -- 'Now That I've Come to Australia I Don't Get Hit and I'm Happy for That': Discipline and Student-Teacher Relationships in Australia -- Conclusion -- References -- Chapter 11: Against the Tide: Enacting Respectful Student Behaviour Polices in 'Zero Tolerance' Times -- Introduction -- The Inadequacies of Logico-deductive Approaches to Policy Implementation -- Policy Work -- The Policy Context -- The Micropolitical Perspective -- The Behaviour at School Study -- Theme 1: Rejecting Deficit Views of Students -- Theme 2: Promoting Core Values -- Theme 3: Emphasising Student Engagement Rather Than Behaviour Management -- Theme 4: Changing the Physical Environment -- Theme 5: Recruiting and Retaining Compatible and Skilled Staff -- Conclusions -- References -- Chapter 12: 'Answering Back': Some Concluding Thoughts -- Introduction -- What Is Wrong with the Status Quo? -- What Maintains the Status Quo? -- Dominant Discourses -- False Assumptions -- Deficit Thinking -- Medicalising Behaviour -- 'Schoolwork' -- The 'Habits' of Schooling -- Quick-Fix Solutions -- What Can Be Done to Challenge the Status Quo? -- Conclusion -- References -- Index.
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Intro -- Acknowledgments -- Contents -- Chapter 1: Introduction: Why It Is Important to Answer Back -- Introduction -- The Australian Context -- Behaviour in Australian Schools National Summit -- How This Book Is Organised -- References -- Chapter 2: Daring to Disagree About School 'Discipline': An Australian Case Study of a Media-Led Backlash -- Introduction -- Preparing for the National Summit on Behaviour in Australian Schools -- What Happened? -- A Case Study of a Social Media Backlash -- 'Academics are Idiots': Playing the 'Anti-intellectual' Hand -- Creating a False Dichotomy -- Punishment Works -- Summary and Conclusions -- References -- Chapter 3: Understanding and Challenging Dominant Discourses About Student Behaviour at School -- Introduction -- Why Focus on Discourses? -- Evidence of Discourses of Control -- Macro-level Influences -- Micro-level Influences -- The 'Ecology' of the Classroom -- Professional Role Conformity: The Role of Teacher Folklore -- Responsibility and Accountability -- Behavioural Attributions -- 'Answering Back' -- 'We Changed the Conversation from the Deficit View of the Child and Their Family, and the Community': St Xavier's Primary School -- Conclusion -- References -- Chapter 4: Promoting Pedagogies of Engagement in Secondary Schools: Possibilities for Pedagogical Reform -- Taking Context Seriously -- Introducing the Redesigning Pedagogy in the North Project -- Introducing the Idea of the School as a Machine -- The Secondary School as a Context for Constituting Actually Existing Pedagogy -- Logics of School Organisation -- Logics of School Culture -- Logics of Pedagogy -- Working with/against the Secondary School as a Logic Machine -- References -- Chapter 5: Goodbye Mr Chips, Hello Dr Phil? -- Enlisting Inspector Harry Frances Callahan in the School?.

The Hidden Injuries of Schooling and the Struggle to Explain Them -- Enlisting the Data -- La Nostalgie N'est Plus Ce Qu'elle Était (Simone Signoret 1978) -- Competitive Individualism and Neo-liberal Schooling -- Taming and Domesticating Inclusion -- Biopolitics and the Management of Student Identities -- Conclusions? Not Yet -- References -- Chapter 6: Rethinking Mis/Behaviour in Schools: From 'Youth as a Problem' to the 'Relational School' -- Introduction -- 'Youth as a Problem': Deficit Thinking and State Intervention Historically -- 'The Problem of Schooling': Institutional Power, Control and Resistance -- Alternative Possibilities: Imagining the 'Relational School' -- Concluding Remarks -- References -- Chapter 7: Reframing 'Behaviour' in Schools: The Role of Recognition in Improving Student Wellbeing -- Introduction -- Understanding Behaviour in Schools -- Introducing the 'Wellbeing in Schools' Study -- Theoretical Interests -- Key Findings -- The Importance of Relationships -- Taking Account of Recognition -- Having a Say -- Misrecognition -- Rethinking Behaviour in the Context of Wellbeing: The Role of Recognition -- Relationships -- Respect and Participation -- Conclusion -- References -- Chapter 8: 'Schoolwork' and 'Teachers': Disaffected Boys Talk About Their Problems with School -- Introduction -- What Do the Kids Say? -- 'Do You Remember When You Began to Dislike School?' -- 'What Happened to Make You Start Disliking School?' -- 'What Do You Like Least About School?' -- 'What Do You Get in Trouble for Most at School?' -- 'Could Your Previous School Have Done Anything Differently?' -- Being Fairer -- Being More Supportive -- Being More Attentive -- Conclusion -- References -- Chapter 9: Beyond the 'Habits' of 'Punishing, Criticising and Nagging': Fostering Respectful and Socially Just Student Relations Using Critical Pedagogies.

Introduction -- The Lost Art of Discipline? -- A Pedagogical Approach -- Rachel's Story -- Respectful Pedagogies -- Critical Pedagogies -- Concluding Discussion -- References -- Chapter 10: Overcoming the 'Hidden Injuries' of Students from Refugee Backgrounds: The Importance of Caring Teacher-Student Relationships -- Introduction -- Background -- Methodology -- Participants -- The Refugee Experience and Schooling in Africa -- 'You Stand Near the Wall and They Hit You with a Big Stick, a Long Stick': Experiences of Discipline and Control at Schools in Africa -- Resettlement Experience and 'Refugee' Education Provision in Australia -- 'Now That I've Come to Australia I Don't Get Hit and I'm Happy for That': Discipline and Student-Teacher Relationships in Australia -- Conclusion -- References -- Chapter 11: Against the Tide: Enacting Respectful Student Behaviour Polices in 'Zero Tolerance' Times -- Introduction -- The Inadequacies of Logico-deductive Approaches to Policy Implementation -- Policy Work -- The Policy Context -- The Micropolitical Perspective -- The Behaviour at School Study -- Theme 1: Rejecting Deficit Views of Students -- Theme 2: Promoting Core Values -- Theme 3: Emphasising Student Engagement Rather Than Behaviour Management -- Theme 4: Changing the Physical Environment -- Theme 5: Recruiting and Retaining Compatible and Skilled Staff -- Conclusions -- References -- Chapter 12: 'Answering Back': Some Concluding Thoughts -- Introduction -- What Is Wrong with the Status Quo? -- What Maintains the Status Quo? -- Dominant Discourses -- False Assumptions -- Deficit Thinking -- Medicalising Behaviour -- 'Schoolwork' -- The 'Habits' of Schooling -- Quick-Fix Solutions -- What Can Be Done to Challenge the Status Quo? -- Conclusion -- References -- Index.

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Author notes provided by Syndetics

Dr Anna Sullivan is a Senior Lecturer in Education at the University of South Australia. Her current research interests include critical policy studies, micropolitics, teachers' work, classroom management and school discipline. <br> Dr Bruce Johnson is an Emeritus Professor of Education at the University of South Australia. His research interests include human resilience, curriculum theory and development, school reform, classroom management, and sexuality education. <br> Bill Lucas is a Senior Lecturer in Education at the University of South Australia. His research interests include pedagogy, social justice, leadership, school reform and the management of learning environments.

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