Disciplinary regimes of 'care' and complementary alternative education

In schools, the notion of 'care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1)...

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Bibliographic Details
Published inCritical studies in education Vol. 57; no. 1; pp. 84 - 99
Main Authors Thomson, Pat, Pennacchia, Jodie
Format Journal Article
LanguageEnglish
Published Melbourne Routledge 02.01.2016
Taylor & Francis Ltd
Subjects
Adolescents
Alternative education
Attitude Measures
Behaviour management
Case studies
Classroom research
classroom/school-based research
Discipline
Discourse analysis
discourse analysis/semiotics
Duty of care
Educational alternatives
Educational Methods
Educational Theories
England
Focus Groups
Foreign Countries
Foucault
Foucault (M)
Foucault, Jean-Bernard-Leon (1819-68)
Inclusion
Inclusive education
inequality/social exclusion in education
Intervention
Interviews
Nontraditional Education
Observation
Primary secondary education
Punishment
Rewards
School discipline
Social inclusion
Student Attitudes
Student behavior
Student welfare
Teacher Attitudes
Teamwork
Therapy
youth/adolescence
United Kingdom
United Kingdom (England)
United Kingdom > UK
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Summary:In schools, the notion of 'care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.
Bibliography:Refereed article. Includes bibliographical references.
Special themed issue : Exclusion, alternative programmes and schools, and social justice
Critical Studies in Education; v.57 n.1 p.84-99; February 2016
ISSN:1750-8487
1750-8495
DOI:10.1080/17508487.2016.1117506