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Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities

Edited by Zsuzsanna Millei, Edited by Tom G. Griffiths, Edited by Robert John Parkes

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| book description |

For over a century, teachers, parents, and school leaders have lamented a loss of â€˜disciplineâ€™ 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 â€˜disciplineâ€™ in education by challenging the notions, foundations, and paradigms that underpin its use in policy and practice. It confronts the understanding of â€˜disciplineâ€™ as purely repressive, and raises the possibility of enabling forms and conceptualizations of â€˜disciplineâ€™ that challenge tokenistic avenues for studentsâ€™ liberation and enhance studentsâ€™ 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 â€˜disciplineâ€™ in education in ways that move beyond a concern with managing disorder, to generate alternative understandings that can make a difference in studentsâ€™ lives.