Disciplinary regimes of ‘care’ and complementary alternative education

Thomson, Pat and Pennacchia, Jodie (2016) Disciplinary regimes of ‘care’ and complementary alternative education. Critical Studies in Education, 57 (1). pp. 84-99. ISSN 1750-8495

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Abstract

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education across the UK, and looking in depth at two cases of complementary alternative education, 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.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Critical Studies in Education on 2016 (online 4 Dec 2015), available online: http://www.tandfonline.com/10.1080/17508487.2016.1117506
Keywords: classroom/school-based research; discourse analysis/semiotics; Foucault; inclusive education; inequality/social exclusion in education; youth/adolescence
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/17508487.2016.1117506
Depositing User: Collier, Elanor
Date Deposited: 22 Mar 2016 11:15
Last Modified: 13 Sep 2016 12:59
URI: http://eprints.nottingham.ac.uk/id/eprint/32453

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