Abstract
In this chapter we discuss the underlying aims of a continuum of school behaviour management strategies: from exclusionary practices at one end to inclusive and restorative approaches at the other. We consider the contextual factors that can influence the approach adopted by schools and identify a range of barriers that prevent schools from fully embracing restorative practice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
Ofsted is the Office for Standards in Education, Children’s Services and Skills, the English schools inspectorate.
References
Ainscow, M. (1995). Special needs through school improvement; school improvement through special needs. In C. Clark, A. Dyson, & A. Millward (Eds.), Towards inclusive schools? (Vol. 16). London: David Fulton Pub.
Alvarez, B. (2016, January 6). Girls fight back against gender bias in school dress codes. NEAToday. http://neatoday.org/2016/01/06/school-dress-codes-gender-bias/
Arum, R. (2003). Judging school discipline: The crisis of moral authority. Cambridge, MA: Harvard University Press.
Ball, S. J. (1997). Policy sociology and critical social research: A personal review of recent education policy and policy research. British Educational Research Journal, 23(3), 257–274.
Blyth, E., & Milner, J. (1993). Exclusion from school: A first step in exclusion from society? Children & Society, 7(3), 255–268.
Bourdieu, P., & Passeron, J. (2000 [1977]). Reproduction in education, society and culture (2nd ed.). London: Sage Pub.
Bowditch, C. (1993). Getting rid of troublemakers: High school disciplinary procedures and the production of dropouts. Social Problems, 40, 493–509.
Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547–560.
Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse: Studies in the Cultural Politics of Education, 32(4), 585–596.
Cauffman, E., & Steinberg, L. (2012). Emerging findings from research on adolescent development and juvenile justice. Victims and Offenders, 7, 428–449.
Deakin, J., & Kupchik, A. (2016). Tough choices: School behaviour management and institutional context. Youth Justice, 16, 280–298.
Ferguson, A. A. (2000). Bad boys: Public schools in the making of black masculinity. Ann Arbor: University of Michigan Press.
Gillborn, D., & Hayton, A. (1999). Fifty years of failure: ‘Race’ and education policy in Britain. In A. Hayton (Ed.), Tackling disaffection and social exclusion. London: Routledge.
Graham, J., & Bowling, B. (1995). Young people and crime (Home office research study 145). London: Home Office.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42, 1–15.
Jain, S., Bassey, H., Brown, M. A., & Kalra, P. (2014). Restorative justice in Oakland schools: Implementation and impacts. Oakland: Oakland Unified School District.
Jones, K. (2016). Education in Britain: 1944 to the present. Chichester: John Wiley & Sons.
Kearney, A. (2011). Exclusion from and within school: Issues and solutions (Vol. 14). Dordrecht: Springer Science & Business Media.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Harper Collins.
Kupchik, A. (2010). Homeroom security: School discipline in an age of fear. New York: NYU Press.
Kupchik, A. (2016). The real school safety problem: The long-term consequences of harsh school punishment. Oakland: University of California Press.
Kupchik, A., & Catlaw, T. J. (2015). Discipline and participation: The long-term effects of suspension and school security on the political and civic engagement of youth. Youth & Society, 47, 95–124.
Kupchik, A., Green, D. A., & Mowen, T. J. (2015). School punishment in the US and England: Divergent frames and responses. Youth Justice, 15, 3–22.
Lareau, A. (2003). Unequal childhoods: Class, race and family life. Berkeley: University of California Press.
Maguire, M., Ball, S., & Braun, A. (2010). Behaviour, classroom management and student ‘control’: Enacting policy in the english secondary school. International Studies in Sociology of Education, 20(2), 153–170.
Malen, B., & Knapp, M. (1997). Rethinking the multiple perspectives approach to education policy analysis: Implications for policy-practice connections. Journal of Education Policy, 12(5), 419–445.
McCluskey, G. (2014). Youth is present only when its presence is a problem: Voices of young people on discipline in school. Children & Society, 28, 93–103.
McCluskey, G., Lloyd, G., Stead, J., Kane, J., Riddell, S., & Weedon, E. (2008). ‘I was dead restorative today’: From restorative justice to restorative approaches in school. Cambridge Journal of Education, 38(2), 199–216.
Mirsky, L. (2007). SaferSanerSchools: Transforming school cultures with restorative practice. Reclaiming Children and Youth, 16, 5–12.
Morris, E. (2005). ‘Tuck in that shirt!’ Race, class, gender and discipline in an urban school. Sociological Perspectives, 48, 25–48.
Musaifer, S. (2011). Restorative measures in schools survey, 2011. Roseville: Minnesota Department of Education.
Netzel, D., & Eber, L. (2003). Shifting from reactive to proactive discipline in an urban school district: A change of focus through PBIS implementation. Journal of Positive Behavior Interventions, 5, 71–80.
Noguera, P. A. (2003). City schools and the American dream: Fulfilling the promise of public education. New York: Teachers College.
Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26, 617–624.
Payne, A. A., & Welch, K. (2010). Modeling the effects of racial threat on punitive and restorative school discipline practices. Criminology, 48, 1019–1062.
Pirrie, A., Macleod, G., Cullen, M. A., & McCluskey, G. (2011). What happens to pupils permanently excluded from special schools and pupil referral units in England? British Educational Research Journal, 37(3), 519–538.
Raby, R. (2005). Polite, well-dressed and on time: Secondary school conduct codes and the production of docile citizens. The Canadian Review of Sociology and Anthropology, 42, 71–91.
Raby, R. (2010). ‘Tank tops are ok but I don’t want to see her thong’ girls’ engagement with secondary school dress codes. Youth & Society, 41, 333–356.
Rist, R. (2002). The urban school: A factory for failure (2nd ed.). New Brunswick: Transaction Publishers.
Schiff, M. (2013). Dignity, disparity, and desistance: Effective restorative justice strategies for closing the ‘school-to-prison’ pipeline. Center for Civil Rights Remedies and the Research-to-Practice Collaborative, National Conference, January 2013.
Steer, A. (2009). Learning behaviour: Lessons learned. A review of behaviour standards and practices in our schools. Nottingham: DCSF.
Stirling, M. (1996). Government policy and disadvantaged children. In E. Blyth & J. Milner (Eds.), Exclusion from school: Inter-professional issues for policy and practice (pp. 53–61). London: Routledge.
Thrupp, M., & Lupton, R. (2006). Taking school contexts more seriously: The social justice challenge. British Journal of Educational Studies, 54, 308–328.
Unesco. (2005). Guidelines for inclusion: Ensuring access to education for all. Unesco.
Vulliamy, G., & Webb, R. (2000). Stemming the tide of rising school exclusions: Problems and possibilities. British Journal of Educational Studies, 48(2), 119–133.
Willis, P. (2017). Learning to labor: How working class kids get working class jobs (2nd ed.). New York: Columbia University Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 The Author(s)
About this chapter
Cite this chapter
Deakin, J., Kupchik, A. (2018). Managing Behaviour: From Exclusion to Restorative Practices. In: Deakin, J., Taylor, E., Kupchik, A. (eds) The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71559-9_26
Download citation
DOI: https://doi.org/10.1007/978-3-319-71559-9_26
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-71558-2
Online ISBN: 978-3-319-71559-9
eBook Packages: Law and CriminologyLaw and Criminology (R0)