Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/931493

OpenURL Link
Title
Is it (still) useful to think about classroom discipline as control?: an examination of the 'problem of discipline'
Author/Creator
Millei, Zsuzsa
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
The verb 'discipline' in classroom discipline approaches is understood predominantly in functionalist terms as a form of regulation or control to create and maintain order. Power associated with ideas of regulation and control in this context is thought about in structuralist terms, which is possessed and represents a powerful will over the powerless. In this chapter first I make a case that this way of thinking about discipline constructs a central problem that I term in this chapter the 'problem of discipline'. This problem is identified by all approaches of classroom discipline, and they all attempt to address and overcome this problem. The 'problem of discipline' revolves around the opposing ideas of students' freedom/ autonomy versus teachers' dominance/ control that constructs an axis between maximum freedom and maximum control according to the 'personal power' the teacher exerts and the 'personal power' the students have. In this way, laissez-faire approaches to discipline are located on the maximum freedom end, while autocratic approaches on the opposite end. Other approaches are also lined up on this axis according to the level of freedom they allow for students as well as the teacher control they carry.
Relation
Re-theorizing Discipline in Education: Problems, Politics & Possibilities p. 13-26
Relation
Complicated Conversation:A Book Series of Curriculum Studies
Relation
http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=54288&concordeid=310966
Date
2010
Publisher
Peter Lang
Keyword(s)
autonomy;  discipline;  education;  educational authority
Resource Type
book chapter
Identifier
http://hdl.handle.net/1959.13/931493
Identifier
ISBN:9781433109669
5 Visitors 7 Hits 0 Downloads
Save/E-mail Citation
Citation Format
E-mail Address
Subject
"Is it (still) useful to think about classroom discipline as control?: an examination of the 'problem of discipline'"
 
OR