ERIC Number: ED510226
Record Type: Non-Journal
Publication Date: 2010
Reference Count: 0
Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities: A Book Series of Curriculum Studies Vol. 34
Millei, Zsuzsa, Ed.; Griffiths, Tom G., Ed.; Parkes, Robert John, Ed.
Peter Lang New York
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. Contents include: (1) Preface (Shirley R. Steinberg); (2) Opening the Field: Deliberating over "Discipline" (Zsuzsa Millei, Tom G. Griffiths and Robert John Parkes); (3) Is It (Still) Useful to Think About Classroom Discipline as Control? An Examination of the "Problem of Discipline" (Zsuzsa Millei); (4) Embodied Logic: Understanding Discipline through Constituting the Subjects of Discipline (Zsuzsa Millei and Rebecca Raby); (5) The Intricacies of Power Relations in Discourses of Secondary School Disciplinary Strategies (Rebecca Raby); (6) Discipline, Diversity and Agency: Pedagogic Practice and Dispositions to Learning (Megan Watkins); (7) Discipline and the "Dojo" (Robert John Parkes); (8) Punishing Powerplays: Emotion, Discipline and Memories of School Life (Erica Southgate); (9) Disciplinary Power and the Production of the Contemporary "Healthy Citizen" in the Era of the "Obesity Epidemic" (Ken Cliff); (10) Disciplining Desire: Young Children, Schools and the Media (Affrica Taylor); (11) Citizenship? What Citizenship? Using Political Science Terminology in New Discipline Approaches (Rob Imre and Zsuzsa Millei); (12) Classroom Discipline: A Local Kantian? (Tom G. Griffiths and Rob Imre); (13) Utopia/Dystopia: Where Do We Go With "Discipline"? (Rob Imre, Zsuzsa Millei and Tom G. Griffiths); and (14) Continuing the Conversation About Discipline as a Problem? A Conclusion (Zsuzsa Millei, Tom G. Griffiths and Robert John Parkes).
Descriptors: Classroom Environment, Discipline, Zero Tolerance Policy, Administrators, Teachers, Attitude Change, Adoption (Ideas), Educational Theories, Secondary Education, Citizenship, Political Science, Vocabulary, Power Structure, Mass Media Effects
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: email@example.com; Web site: http://www.peterlangusa.com
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: Teachers; Administrators; Policymakers
Authoring Institution: N/A