Get 20M+ Full-Text Papers For Less Than $1.50/day. Subscribe now for You or Your Team.

Learn More →

Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth

Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour is seen as needing to change. In this paper, we examine the behavioural regimes at work in 11 AE programmes. Contrary to previous studies and the extensive ‘best practice’ literature, we found a return to highly behaviourist routines, with talking therapeutic approaches largely operating within this Skinnerian frame. We also saw young people offered a curriculum largely devoid of languages, humanities and social sciences. What was crucial to AE providers, we argue, was that they could demonstrate ‘progress’ in both learning and behaviour to inspectors and systems. Mobilising insights from Foucault, we note the congruence between the external regimes of reward and punishment used in AE and the kinds of insecure work and carceral futures that might be on offer to this group of young people. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Inclusive Education Taylor & Francis

Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth

19 pages

Loading next page...
 
/lp/taylor-francis/hugs-and-behaviour-points-alternative-education-and-the-regulation-of-8kkGEsKRzD

References (67)

Publisher
Taylor & Francis
Copyright
© 2015 Taylor & Francis
ISSN
1464-5173
eISSN
1360-3116
DOI
10.1080/13603116.2015.1102340
Publisher site
See Article on Publisher Site

Abstract

In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour is seen as needing to change. In this paper, we examine the behavioural regimes at work in 11 AE programmes. Contrary to previous studies and the extensive ‘best practice’ literature, we found a return to highly behaviourist routines, with talking therapeutic approaches largely operating within this Skinnerian frame. We also saw young people offered a curriculum largely devoid of languages, humanities and social sciences. What was crucial to AE providers, we argue, was that they could demonstrate ‘progress’ in both learning and behaviour to inspectors and systems. Mobilising insights from Foucault, we note the congruence between the external regimes of reward and punishment used in AE and the kinds of insecure work and carceral futures that might be on offer to this group of young people.

Journal

International Journal of Inclusive EducationTaylor & Francis

Published: Jun 2, 2016

Keywords: inclusion; alternative education; behaviourism; therapeutic approach; Foucault

There are no references for this article.