Disciplinary Regimes of "Care" and Complementary Alternative Education

Autor/inn/en	Thomson, Pat; Pennacchia, Jodie
Titel	Disciplinary Regimes of "Care" and Complementary Alternative Education
Quelle	In: Critical Studies in Education, 57 (2016) 1, S.84-99 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1117506
Schlagwörter	Nontraditional Education; Foreign Countries; Rewards; Punishment; Teamwork; Therapy; Educational Methods; Inclusion; Adolescents; Intervention; Educational Theories; Observation; Interviews; Focus Groups; Attitude Measures; Student Attitudes; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Ausland; Reward; Belohnung; Bestrafung; Therapie; Educational method; Erziehungsmethode; Inklusion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Educational theory; Theory of education; Bildungstheorie; Beobachtung; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01