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Beyond the habits of punishing, criticising and nagging : fostering respectful and socially just student relations using critical pedagogies

Keddie, Amanda 2016, Beyond the habits of punishing, criticising and nagging : fostering respectful and socially just student relations using critical pedagogies. In Sullivan, Anna, Johnson, Bruce and Lucas, Bill (ed), Challenging dominant views on student behaviour at school : answering back, Springer, Berlin, Germany, pp.133-144, doi: 10.1007/978-981-10-0628-9.

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Title Beyond the habits of punishing, criticising and nagging : fostering respectful and socially just student relations using critical pedagogies
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Title of book Challenging dominant views on student behaviour at school : answering back
Editor(s) Sullivan, Anna
Johnson, Bruce
Lucas, Bill
Publication date 2016
Chapter number 9
Total chapters 12
Start page 133
End page 144
Total pages 11
Publisher Springer
Place of Publication Berlin, Germany
Summary This chapter presents a pedagogical approach to fostering respectful and inclusive student relations. Rather than a narrow focus on managing or controlling students, this approach enables a broad and located view of student behaviour that seeks to develop and extend students' understandings of themselves and others. A key premise here is that many 'misbehaviours' in classrooms are associated with issues of identity and power and, in particular, the ways in which conventional classrooms and teacher-student relations tend to render students with little power or agency. Acting out or against this positioning as a means of asserting a sense of power or legitimacy is often at the root of disruptive or harmful behaviours. Thus, it is contended here that beginning to transform such behaviours necessitates an environment where students are accorded a voice and where they are supported to reflect critically on issues of power and identity in connected and meaningful ways. The chapter explores these issues with reference to the practices of 'Rachel', the deputy principal of a working-class secondary school in Queensland. Her practice is theorised drawing on the Productive Pedagogies model - a model designed as a meta-language for teachers to reflect on ways that they can integrate social justice issues within, rather than separate to, the pedagogical process. Given that boys continue to perpetuate the lion's share of disciplinary transgressions in schools, the focus in this chapter is on issues of masculinity.
ISBN 9789811006289
9811006288
Language eng
DOI 10.1007/978-981-10-0628-9
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1.1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2016, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087423

Document type: Book Chapter
Collection: School of Education
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