Disciplinary regimes of ‘care’ and complementary alternative education
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 sch...
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| Format: | Article |
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Taylor & Francis
2016
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| Online Access: | https://eprints.nottingham.ac.uk/32453/ |
| _version_ | 1848794410287890432 |
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| author | Thomson, Pat Pennacchia, Jodie |
| author_facet | Thomson, Pat Pennacchia, Jodie |
| author_sort | Thomson, Pat |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:15:45Z |
| format | Article |
| id | nottingham-32453 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:15:45Z |
| publishDate | 2016 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-324532020-05-04T20:05:42Z https://eprints.nottingham.ac.uk/32453/ Disciplinary regimes of ‘care’ and complementary alternative education Thomson, Pat Pennacchia, Jodie 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. Taylor & Francis 2016 Article PeerReviewed Thomson, Pat and Pennacchia, Jodie (2016) Disciplinary regimes of ‘care’ and complementary alternative education. Critical Studies in Education, 57 (1). pp. 84-99. ISSN 1750-8495 classroom/school-based research; discourse analysis/semiotics; Foucault; inclusive education; inequality/social exclusion in education; youth/adolescence http://www.tandfonline.com/doi/full/10.1080/17508487.2016.1117506 doi:10.1080/17508487.2016.1117506 doi:10.1080/17508487.2016.1117506 |
| spellingShingle | classroom/school-based research; discourse analysis/semiotics; Foucault; inclusive education; inequality/social exclusion in education; youth/adolescence Thomson, Pat Pennacchia, Jodie Disciplinary regimes of ‘care’ and complementary alternative education |
| title | Disciplinary regimes of ‘care’ and complementary alternative education |
| title_full | Disciplinary regimes of ‘care’ and complementary alternative education |
| title_fullStr | Disciplinary regimes of ‘care’ and complementary alternative education |
| title_full_unstemmed | Disciplinary regimes of ‘care’ and complementary alternative education |
| title_short | Disciplinary regimes of ‘care’ and complementary alternative education |
| title_sort | disciplinary regimes of ‘care’ and complementary alternative education |
| topic | classroom/school-based research; discourse analysis/semiotics; Foucault; inclusive education; inequality/social exclusion in education; youth/adolescence |
| url | https://eprints.nottingham.ac.uk/32453/ https://eprints.nottingham.ac.uk/32453/ https://eprints.nottingham.ac.uk/32453/ |