Gespeichert in:
| Titel: | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities |
|---|---|
| Von: |
Zsuzsanna Millei, Tom G. Griffiths, Robert John Parkes
|
| Person: |
Millei, Zsuzsanna
Griffiths, Tom G. Parkes, Robert John |
| Weitere beteiligte Personen: | , , |
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
New York
Peter Lang Inc., International Academic Publishers
2010
|
| Ausgabe: | 1st, New ed |
| Notation: | DF 3000 DO 1240 |
| Schlagwörter: | |
| Medienzugang: | https://www.peterlang.com/view/product/28619?format=EPDF https://www.peterlang.com/view/product/28619?format=EPDF https://www.peterlang.com/view/product/28619?format=EPDF |
| Beschreibung: | Online resource; title from title screen (viewed June 27, 2019) |
| Umfang: | 1 Online-Ressource (206 Seiten) |
| ISBN: | 9781453900208 |
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| 505 | 8 | |a 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 | |
| 505 | 8 | |a «At last a book that puts discipline in its place. Instead of prescribing new ways to correct unruly young people and their teachers, this volume provides a sophisticated and compelling demonstration of discipline's complexity, problems, and productive promise. A must-read volume for any educator open to the possibility that discipline can be understood and practised differently.» (Jenny Gore, Professor, Dean and Head of School, School of Education, University of Newcastle, Australia) «Thinking differently about classroom management and school discipline is the promise but also the achievement of this extremely interesting and timely book. Drawing from Foucault and others and ranging across contexts from martial arts to international relations as well as schooling, it both illuminates and provokes. Highly recommended.» (Bill Green, Strategic Research Professor, Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia) | |
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Datensatz im Suchindex
| _version_ | 1818987489201750016 |
|---|---|
| any_adam_object | |
| author2 | Millei, Zsuzsanna Griffiths, Tom G. Parkes, Robert John |
| author2_role | edt edt edt |
| author2_variant | z m zm t g g tg tgg r j p rj rjp |
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| building | Verbundindex |
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| contents | 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 «At last a book that puts discipline in its place. Instead of prescribing new ways to correct unruly young people and their teachers, this volume provides a sophisticated and compelling demonstration of discipline's complexity, problems, and productive promise. A must-read volume for any educator open to the possibility that discipline can be understood and practised differently.» (Jenny Gore, Professor, Dean and Head of School, School of Education, University of Newcastle, Australia) «Thinking differently about classroom management and school discipline is the promise but also the achievement of this extremely interesting and timely book. Drawing from Foucault and others and ranging across contexts from martial arts to international relations as well as schooling, it both illuminates and provokes. Highly recommended.» (Bill Green, Strategic Research Professor, Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia) |
| ctrlnum | (ZDB-114-LAC)9781453900208 (OCoLC)1224014846 (DE-599)BVBBV047020218 |
| discipline | Pädagogik |
| edition | 1st, New ed |
| format | Electronic eBook |
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| spelling | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities Zsuzsanna Millei, Tom G. Griffiths, Robert John Parkes 1st, New ed New York Peter Lang Inc., International Academic Publishers 2010 1 Online-Ressource (206 Seiten) txt rdacontent c rdamedia cr rdacarrier Online resource; title from title screen (viewed June 27, 2019) 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 «At last a book that puts discipline in its place. Instead of prescribing new ways to correct unruly young people and their teachers, this volume provides a sophisticated and compelling demonstration of discipline's complexity, problems, and productive promise. A must-read volume for any educator open to the possibility that discipline can be understood and practised differently.» (Jenny Gore, Professor, Dean and Head of School, School of Education, University of Newcastle, Australia) «Thinking differently about classroom management and school discipline is the promise but also the achievement of this extremely interesting and timely book. Drawing from Foucault and others and ranging across contexts from martial arts to international relations as well as schooling, it both illuminates and provokes. Highly recommended.» (Bill Green, Strategic Research Professor, Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia) Schuldisziplin (DE-588)4180119-2 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf Kritische Pädagogik (DE-588)4137945-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Kritische Pädagogik (DE-588)4137945-7 s Schuldisziplin (DE-588)4180119-2 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Millei, Zsuzsanna edt Griffiths, Tom G. edt Parkes, Robert John edt Erscheint auch als Druck-Ausgabe 9781433109669 https://www.peterlang.com/view/product/28619?format=EPDF Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities 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 «At last a book that puts discipline in its place. Instead of prescribing new ways to correct unruly young people and their teachers, this volume provides a sophisticated and compelling demonstration of discipline's complexity, problems, and productive promise. A must-read volume for any educator open to the possibility that discipline can be understood and practised differently.» (Jenny Gore, Professor, Dean and Head of School, School of Education, University of Newcastle, Australia) «Thinking differently about classroom management and school discipline is the promise but also the achievement of this extremely interesting and timely book. Drawing from Foucault and others and ranging across contexts from martial arts to international relations as well as schooling, it both illuminates and provokes. Highly recommended.» (Bill Green, Strategic Research Professor, Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia) Schuldisziplin (DE-588)4180119-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
| subject_GND | (DE-588)4180119-2 (DE-588)4078635-3 (DE-588)4137945-7 (DE-588)4143413-4 |
| title | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities |
| title_auth | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities |
| title_exact_search | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities |
| title_full | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities Zsuzsanna Millei, Tom G. Griffiths, Robert John Parkes |
| title_fullStr | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities Zsuzsanna Millei, Tom G. Griffiths, Robert John Parkes |
| title_full_unstemmed | Re-Theorizing Discipline in Education Problems, Politics, and Possibilities Zsuzsanna Millei, Tom G. Griffiths, Robert John Parkes |
| title_short | Re-Theorizing Discipline in Education |
| title_sort | re theorizing discipline in education problems politics and possibilities |
| title_sub | Problems, Politics, and Possibilities |
| topic | Schuldisziplin (DE-588)4180119-2 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
| topic_facet | Schuldisziplin Unterrichtsdisziplin Kritische Pädagogik Aufsatzsammlung |
| url | https://www.peterlang.com/view/product/28619?format=EPDF |
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