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Re-Theorizing Discipline in Education

Problems, Politics, and Possibilities

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Edited By Zsuzsanna Millei, Tom G. Griffiths and Robert John Parkes

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.

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Notes on Contributors 181

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181 Notes on Contributors Dr Ken Cliff is a lecturer in the School of Education, the University of Newcastle, Australia. His primary research areas focus on the social construction of the body and Health and Physical Education curriculum study. His recent research has included such projects as an examination of the effects of obesity discourse and related health imperatives on schools and teachers, and the emergence of a sociocultural perspective as a curriculum change in HPE. His current research examines the role of teacher preparation programmes in shaping pre-service HPE teachers’ meanings and understandings of the ‘obesity epidemic’. Dr Tom G. Griffiths is a senior lecturer in comparative and international education at the University of Newcastle. His research has two major trajectories: the development of world-systems analysis as a theoretical framework for comparative research, and the study of ‘socialist education’ in Cuba and, more recently, Venezuela, informed by this framework. He has published this work in national and international journals, exploring the ways in which mass education might contribute to a broader project of constructing a more democratic, equal and just world-system. Dr Rob J. Imre has recently co-authored two books examining the phenomenon of global terrorism. He is currently writing a sole-authored book on the topic of global multiculturalism as a comparative political initiative. He is also writing two other collaborative book manuscripts: one on global civil society and the governance state, and another on the problem of regime change. He has also just completed a research project...

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