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ERIC Number: EJ882862
Record Type: Journal
Publication Date: 2010
Pages: 31
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-0022-0272
From Disciplined to Disciplinarian: The Reproduction of Symbolic Violence in Pre-Service Teacher Education
Toshalis, Eric
Journal of Curriculum Studies, v42 n2 p183-213 2010
This study examines how pre-service teachers experience being disciplined by their training and trainers, and how that discipline is reproduced in their relationships with students. Using Foucauldian and Bourdieuian frameworks to explore pre-service teachers' disciplinary experiences in a US teacher-education programme, this study explores how participants recreate and resist in their teaching four mechanisms of discipline: surveillance, classification, examination, and initiation. With only nascent skills in instructional design and little opportunity to develop culturally responsive modes of interaction, these teachers often default to discipline as a way of coping with what they deem to be "rude" and "off-task" students. Increasingly obsessed with the necessity to maintain class control more than inspire achievement, participants often fixate on discouraging misbehaviour more than promoting learning, a practice that produces symbolic violence. (Contains 25 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A