ERIC Number: EJ1035529
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 96
Evolving Theories of Student Disengagement: A New Job for Durkheim's Children?
Oxford Review of Education, v40 n4 p446-465 2014
This paper uses John Furlong's analysis of student disaffection written over 20 years ago as a basis for building new analyses in changing contexts for schooling. Specifically, Furlong's observation of the dominance of psychological based explanations for student disruption and disengagement in education policy making holds--albeit an evolving psychological narrative. Divided into two parts this paper presents Furlong's argument and takes up the challenge of reconstructing sociological analyses of student disengagement and disruption and interrogates the increasing rates of diagnosis of individual student defects and educational exclusions. Hyper-awareness of an increasing catalogue of behavioural and attention disorders has diminished the analysis of the pathology of schooling in the production of student disengagement. This is further accentuated in an era of high stakes accountability and school comparisons where student disaffection and disengagement are serious threats to risk averse schooling.
Descriptors: Learning Theories, Learner Engagement, Risk, Educational Change, Educational Environment, Behavior Disorders, Clinical Diagnosis, Attention Deficit Disorders, Pathology, High Stakes Tests, Accountability, Educational Psychology, Educational Theories
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A