Trouble at School: Understanding School Discipline Systems as Nets of Social Control

Autor/in	Irby, Decoteau J.
Titel	Trouble at School: Understanding School Discipline Systems as Nets of Social Control
Quelle	In: Equity & Excellence in Education, 47 (2014) 4, S.513-530 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2014.958963
Schlagwörter	Discipline; Behavior Problems; Correctional Institutions; Institutionalized Persons; Institutional Mission; Social Control; Criminals; Discipline Policy; Justice; Student Behavior; Punishment + Suchen Sie Ihr Suchwort? Disziplin; Jugendstrafvollzug; Soziale Kontrolle; Straftäter; Disziplinarmaßnahme; Gerechtigkeit; Student behaviour; Schülerverhalten; Bestrafung
Abstract	Getting in trouble at school is often a student's first point of entry into the school-to-prison pipeline. What trouble entails is shaped by underlying and complex notions of justice that operate in a given school setting. These notions of justice shape the range of responses social actors use to address students who break school rules. These include, as is the case in society at large, establishing strategies to stop rule violations or repeat offenses, punishing wrongdoers for their offenses, removing offenders from the community, teaching wrongdoers a lesson, and helping offenders to help themselves (Daly, 2001). In this article, I argue that improving school discipline is a matter of balancing and managing complex, differentiated, systems of trouble. To advance this understanding, I use a social constructionist perspective to theorize school discipline systems as nets of social control that, if too expansive and overly punitive, can be counterproductive to the educational mission of schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10