Exile Has Its Place: A High School Principal Reflects on School Discipline

Autor/in	Hawkes, T. Elijah
Titel	Exile Has Its Place: A High School Principal Reflects on School Discipline
Quelle	In: Schools: Studies in Education, 8 (2011) 1, S.136-142 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
DOI	10.1086/659443
Schlagwörter	High Schools; Principals; Discipline; Suspension; Urban Schools; Progressive Education; Power Structure; Classroom Environment; Interpersonal Relationship; High School Students; Conflict; Ceremonies; Conflict Resolution; New York + Suchen Sie Ihr Suchwort? High school; Oberschule; Principal; Schulleiter; Disziplin; Ausschluss; Schulausschluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reformpädagogik; Progressive Erziehung; Klassenklima; Unterrichtsklima; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; High schools; Student; Students; Schüler; Schülerin; Studentin; Konflikt; Zeremoniell; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	Exile has its place. As an age-old human response to conflict, its potential value to the healthy maturation of students and the school community should not be discounted. Exile or ostracism goes by various names in school. Students are told: Move your desk. Leave the classroom and wait in the hall. Go to the office. Go to detention. You're suspended. There are those in progressive education circles who dismiss suspension as a careless traditional response to a situation better addressed by counseling and alternative, restorative justice methods. Others aptly note that the power to suspend is often abused: used to push out students who might challenge teachers, thus furthering systemic neglect and mistreatment. In this essay, the author considers how traditional disciplinary practices, like suspension, can be implemented in a restorative way, so that both individual and collective wellness are rehabilitated through the process. (Contains 1 footnote.) (ERIC).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10