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Disciplinary regimes of ‘care’ and complementary alternative education

Thomson, Pat; Pennacchia, Jodie

Disciplinary regimes of ‘care’ and complementary alternative education Thumbnail


Authors

Jodie Pennacchia



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.

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

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