Disciplinary regimes of ‘care’ and complementary alternative education

Thomson, Pat; Pennacchia, Jodie

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.

Citation

Thomson, P., & Pennacchia, J. (2016). Disciplinary regimes of ‘care’ and complementary alternative education. Critical Studies in Education, 57(1), 84-99. https://doi.org/10.1080/17508487.2016.1117506

• Journal Article Type: Article
• Online Publication Date: Dec 4, 2015
• Publication Date: Jan 1, 2016
• Deposit Date: Mar 22, 2016
• Publicly Available Date: Mar 22, 2016
• Journal: Critical Studies in Education
• Print ISSN: 1750-8487
• Electronic ISSN: 1750-8495
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 57
• Issue: 1
• Pages: 84-99
• DOI: https://doi.org/10.1080/17508487.2016.1117506
• Keywords: classroom/school-based research; discourse analysis/semiotics; Foucault;; inclusive education; inequality/social exclusion in education; youth/adolescence
• Public URL: https://nottingham-repository.worktribe.com/output/980376
• Publisher URL: http://www.tandfonline.com/doi/full/10.1080/17508487.2016.1117506
• 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