Disrupting schools. The institutional conditions of disordered behaviour.

Autor/in	Kippax, Rod
Titel	Disrupting schools. The institutional conditions of disordered behaviour.
Quelle	New York: Peter Lang (2018), XII, 216 S.Verfügbarkeit
Reihe	Disability studies in education. 23
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1548-7210
ISBN	9781433162305; 9781433162312; 9781433162589 (E-Book (PDF)); 9781433162596 (EPUB); 9781433162602
Schlagwörter	Bourdieu, Pierre; Problem children; Education; Behavior modification; Behavior disorders in children; Children with social disabilities; Special education; School management and organization; Erziehung + Suchen Sie Ihr Suchwort? Problem child; Child at risk; Risikokind; Bildung; Erziehung; Behaviour modification; Verhaltensänderung; Behavior disorder; Behaviour disorders; Behaviour disorder; Child; Children; Verhaltensstörung; Kind; Kinder; Social disabilities; Soziales Verhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; School organization; School organisation; Schulorganisation
Abstract	"Students 'with EBD' commonly share educational trajectories signposted by critical incidents, disciplinary exclusion, alienation and dropping out - despite 'best practice', flexibilities afforded by special education and all good intentions. This book pursues an innovative scientific solution to this problem by focusing on practitioner's knowledge construction practices about and within critical incidents associated with exclusion. This raises the previously invisible question of how institutional conditions pose obstacles to practitioners' reflexive knowledge construction. Addressing this question makes possible a better way to reflexively understand 'disordered' behaviours making critical incidents and alienation more avoidable thereby interrupting systemic patterns of exclusion. To investigate this we forensically examine an incident of classroom 'violence', associated with EBD and resulting in school exclusion. Bourdieu's concepts of habitus, field and practice provide a framework to scientifically raise questions about, and analyse the relationship between, the young person's practice, the teacher's knowledge construction practices and the local institutional context"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2019/3/09