Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/20633
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dc.contributor.authorMacAllister, James-
dc.date.accessioned2016-10-17T23:51:31Z-
dc.date.issued2014-
dc.identifier.urihttp://hdl.handle.net/1893/20633-
dc.description.abstractThis paper considers different conceptualisations of school discipline within both UK education policy and wider educational and philosophical literature. Initially, it is noted that notions of “behaviour management” dominate discourses about school discipline. It is suggested that this is unhelpful as behaviour management skills are underpinned by a behaviourist understanding of learning that denies pupils an important degree of agency over their own development – pupils are rather portrayed as unruly and morally deficient. It is therefore maintained that discipline needs to be reclaimed as an educational concept as it can be a valuable personal quality whose possession indicates a capacity to set important goals for oneself and see them through even in the face of difficulty. With reference to the diverse philosophies of Dewey, P.S. Wilson, Durkheim, Oakeshott, and MacMurray, it is contended that a re-conceived notion of school discipline might enable less controlling and behaviourist and more educational discipline in at least three ways: the ethical (by guiding the ethical development of pupils), the humanising (by encouraging pupils to act for the sake of others rather than only think about themselves) and the epistemic (by supporting pupils to engage in the pursuit of valued interests and knowledge). Keywords: discipline; agency; philosophyen_UK
dc.language.isoen-
dc.publisherTaylor and Francis-
dc.relationMacAllister J (2014) Why discipline needs to be reclaimed as an educational concept, Educational Studies, 40 (4), pp. 438-451.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectdisciplineen_UK
dc.subjectphilosophyen_UK
dc.subjectagencyen_UK
dc.subjecteducationen_UK
dc.titleWhy discipline needs to be reclaimed as an educational concepten_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1080/03055698.2014.930341-
dc.citation.jtitleEducational Studies-
dc.citation.issn0305-5698-
dc.citation.volume40-
dc.citation.issue4-
dc.citation.spage438-
dc.citation.epage451-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailj.w.macallister@stir.ac.uk-
dc.contributor.affiliationInitial Teacher Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000340262300006-
Appears in Collections:Faculty of Social Sciences Journal Articles

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