Behaving Badly: Critiquing the Discourses of "Children" and Their (Mis)Behaviours

Autor/inn/en	Janzen, Melanie D.; Schwartz, Karen
Titel	Behaving Badly: Critiquing the Discourses of "Children" and Their (Mis)Behaviours
Quelle	In: McGill Journal of Education, 53 (2018) 1, S.109-127 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-0666
Schlagwörter	Child Behavior; Behavior Problems; Ethics; Educational Policy; Behavior Modification; Child Development; Discourse Analysis; Bullying; Special Education + Suchen Sie Ihr Suchwort? Ethik; Politics of education; Bildungspolitik; Behaviour modification; Verhaltensänderung; Kindesentwicklung; Diskursanalyse; Mobbing; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Discourses of children as deficient and deviant are common within the education system and shape the ways in which educators interact with and respond to children. To illustrate this, we conducted a critical discourse analysis of a provincial policy document that directs schools in the development of Codes of Conduct. Drawing on poststructural theory, we demonstrate the ways in which the discourses within policy construct and reify particular identities of the "child" and of "misbehaviour" and how these discourse influence conceptions of behaviour "management." We argue for a reconceptualization of the identity of the child as a contextualized and socially embedded being. In doing so, we articulate an opening for ethical engagements with children that rely on our responsibility for the other. (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01