Re-Theorizing Discipline in Education : Problems, Politics, and Possibilities
Language: English
Published by Peter Lang, 2010
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
Condition: New
£ 35.31
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Add to basketItem description from seller
Druck auf Anfrage Neuware - Printed after ordering - For over a century, teachers, parents, and school leaders have lamented a loss of 'discipline' in classrooms. Caught between guidance approaches on the one hand and a call for zero tolerance on the other, current debates rarely venture beyond the terrain of implementation strategies. This book aims to reinvigorate thinking on 'discipline' in education by challenging the notions, foundations, and paradigms that underpin its use in policy and practice. It confronts the understanding of 'discipline' as purely repressive, and raises the possibility of enabling forms and conceptualizations of 'discipline' that challenge tokenistic avenues for students' liberation and enhance students' capacity for agency. This book is an essential resource for university lecturers, pre-service and in-service teachers, policymakers, and educational administrators who want to re-think 'discipline' in education in ways that move beyond a concern with managing disorder, to generate alternative understandings that can make a difference in students' lives.…
Seller Inventory # 9781433109669
- Title
- Re-Theorizing Discipline in Education : Problems, Politics, and Possibilities
- Author
- Zsuzsanna Millei
- Publisher
- Peter Lang
- Publication year
- 2010
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 1433109662
- ISBN 13
- 9781433109669
- Item weight
- 327 grams
- Dimensions
- 230x160x12 mm
"Synopsis" may belong to another edition of this title.
About the Author
Tom G. Griffiths is a senior lecturer in comparative and international education at the University of Newcastle. His research has two major trajectories: the development of world-systems analysis as a theoretical framework for comparative research; and the study of ‘socialist education’ in Cuba and, more recently, Venezuela, informed by this framework. He has published this work in national and international journals.
Robert John Parkes is a senior lecturer in curriculum theory, history education, and media literacy at the University of Newcastle. His scholarship, drawing on poststructural, postcolonial and hermeneutic theories, is built along two axes of concern focusing on ‘knowledge, curriculum and the representation problem,’ and ‘disciplinarity, pedagogy and self-formation.’
"About the title" may belong to another edition of this title.
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