Full Description
This novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.
Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful - a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create 'student-friendly' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.
This book will be of interest to researchers, practitioners and policy makers working in the fields of the sociology of education, teaching and teacher education, educational change and reform more broadly. Those looking into behaviour management, youth studies, and education policy will also find this book of interest.
Contents
1. Introduction 2. Power, Resistance and Voice 3. Place and its Investigation 4. Space and Place in School 5. Creating Places of Resistance 6. Movement and Barriers to Movement in School 7. Disaffected Young People, Relationships with School Staff and Student Voice 8. Unconventional Relationships and Trust 9. The Limitations of Democratic Student Voice Structures 10. Vocational Education, Imagined Futures and Cruel Optimism 11. The Nature of Schoolwork and its Relationship to Identity and Resistance 12. A Compartmentalised Experience of School 13. Resistance is not Futile
