Challenging Dominant Views On Student Behaviour At School: Answering Back
by Bill Lucas /
2016 / English / PDF
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This is a deliberately provocative book. It critiques current
student behaviour management practices, seeks to explain the
flawed assumptions that justify those practices, and proposes how
things could be better for children in our schools if different
practices were adopted. It is one of the few books to offer
alternative ways of addressing the issues associated with student
behaviour at school, and exposes the field to serious and
sustained critique from both a research perspective and a
children’s rights ideological stance.
This is a deliberately provocative book. It critiques current
student behaviour management practices, seeks to explain the
flawed assumptions that justify those practices, and proposes how
things could be better for children in our schools if different
practices were adopted. It is one of the few books to offer
alternative ways of addressing the issues associated with student
behaviour at school, and exposes the field to serious and
sustained critique from both a research perspective and a
children’s rights ideological stance.
The authors address the following questions:
The authors address the following questions:What ideas dominate current thinking on student behaviour
at school?
What ideas dominate current thinking on student behaviour
at school?What are the policy drivers for current practices?
What are the policy drivers for current practices?What is wrong with common behaviour approaches?
What is wrong with common behaviour approaches?What key ideologies justify these approaches?
What key ideologies justify these approaches?How can we present ethical alternatives to current
approaches?
How can we present ethical alternatives to current
approaches?How can a human rights perspective contribute to the
development of alternative approaches?
How can a human rights perspective contribute to the
development of alternative approaches?
In exploring these questions and some ethical alternatives to the
status quo, the authors suggest practical ways to ‘answer back’
to calls for more authoritarian responses to student behaviour
within our schools.
In exploring these questions and some ethical alternatives to the
status quo, the authors suggest practical ways to ‘answer back’
to calls for more authoritarian responses to student behaviour
within our schools.
In doing so, the authors advocate for reforms on behalf of
children, and in their interests.
In doing so, the authors advocate for reforms on behalf of
children, and in their interests.