2013
DOI: 10.1080/01419870.2013.808760
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‘Structure liberates?’: mixing for mobility and the cultural transformation of ‘urban children’ in a London academy

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Cited by 21 publications
(36 citation statements)
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“…These have been set up within a wider school context of 'get tough' approaches to managing behaviour, including 'giving teachers powers to search students without consent, abolishing the 'no touch' rule [thus allowing teachers to physically retrain students], increasing fines for parents of truanting students, and removing students' rights to appeal upon expulsion ' (Mills and Pini 2015, 272-3). This section will outline the impact of 'zero tolerance' policy, and describe how it does not merely ignore systemic inequity, but actively delivers classist, sexist and racist applications of disciplinary practices in U.K. schools (Robbins 2008; see also Kulz 2014;Carlile 2012;Lloyd 2005;Lucey and Reay 2002). Some schools have tried to counter this 15 approach, for example through restorative practices in dealing with behaviour; this is discussed at the end of the section, below.…”
Section: Strict Disciplinary Approaches: Taming the 'Deprived'mentioning
confidence: 99%
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“…These have been set up within a wider school context of 'get tough' approaches to managing behaviour, including 'giving teachers powers to search students without consent, abolishing the 'no touch' rule [thus allowing teachers to physically retrain students], increasing fines for parents of truanting students, and removing students' rights to appeal upon expulsion ' (Mills and Pini 2015, 272-3). This section will outline the impact of 'zero tolerance' policy, and describe how it does not merely ignore systemic inequity, but actively delivers classist, sexist and racist applications of disciplinary practices in U.K. schools (Robbins 2008; see also Kulz 2014;Carlile 2012;Lloyd 2005;Lucey and Reay 2002). Some schools have tried to counter this 15 approach, for example through restorative practices in dealing with behaviour; this is discussed at the end of the section, below.…”
Section: Strict Disciplinary Approaches: Taming the 'Deprived'mentioning
confidence: 99%
“…All of this pressurises school administrators and teachers into prioritising the performative demands of an audit (Ball 2003) which pays no attention to the arts, citizenship, sports, or religious education. Kulz (2014) describes the way in which '(p)erformance management, spreadsheets, quantifiable league tables, slick marketing, strict discipline and professional appearance have become the key focus of this education market' (688). As a result, children, young people and teachers in U.K. schools are becoming increasingly anxious.…”
Section: Audit Culturementioning
confidence: 99%
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