Millei, Z., Griffiths, T. G., & Parkes, R. J. (Eds.). (2010). Re-Theorising Discipline in Education: Problems, Politics, & Possibilities. New York: Peter Lang.
For over a century, teachers, parents, and school leaders have lamented a loss of discipline in classrooms. Caught between guidance approaches on the one hand and a call for zero tolerance on the other, current debates rarely venture beyond the terrain of implementation strategies. This book aims to reinvigorate thinking on discipline in education by challenging the notions, foundations, and paradigms that underpin its use in policy and practice. It confronts the understanding of discipline as purely repressive, and raises the possibility of enabling forms and conceptualizations of discipline that challenge tokenistic avenues for students liberation and enhance students capacity for agency. This book is an essential resource for university lecturers, pre-service and in-service teachers, policymakers, and educational administrators who want to re-think discipline in education in ways that move beyond a concern with managing disorder, to generate alternative understandings.
My individual contribution to this book, a chapter titled “Discipline and the Dojo”, explored the complex relationship between discipline, desire, and self-formation in the context of the martial arts dojo.
Complicated Conversation: A Book Series in Curriculum Studies (No. 34)
General Editor: William F. Pinar