File #2421: "2018_Book_ThePalgraveInternationalHandbo.pdf"
Text
1|Contents|5
1|Notes on Contributors|9
1|List of Figures|16
1|List of Tables|17
1|1: The Changing Landscape of School Discipline, Surveillance, and Social Control|18
2|School Discipline: Cultural Heterogeneity and Policy Transfer|19
2|Historical Background and Contemporary Trends|20
2|Handbook Structure and Contents|22
3|Part I: International Trends in School Discipline, Surveillance, and Social Control|23
3|Part II. The Convergence of School Discipline with Criminal Justice Practices|24
3|Part III. Developments in School Surveillance|26
3|Part IV: Positive directions: Restorative justice and alternatives to punishment|27
2|Concluding Thoughts|29
2|References|29
1|Part I: International Trends in School Discipline, Surveillance, and Social Control|31
2|2: School Surveillance, Control, and Resistance in the United Kingdom|32
3|UK Schools in a Neoliberal Context|33
4|A Politics of Emergency|34
4|Audit Culture|35
4|New Surveillance Technologies|38
4|Policing Student and Teacher Bodies: Biopower and Exclusion in UK Schools|39
4|Biometrics|40
3|Academies|41
4|Marketisation and Exclusion|41
3|Strict Disciplinary Approaches: Taming the “Deprived”|43
4|Zero Tolerance and Permanent Exclusion|43
4|Excluding Disabled, Raced, Gendered, and Classed Bodies|45
4|Resistance to Zero Tolerance: Restorative, Empowering, and Collaborative Practices as Alternative Approaches to Discipline and Behaviour Management in Schools|46
3|“Prevent”: Counter-Terrorism Measures in UK Schools|48
4|Fundamental British Values|50
3|Conclusion|51
4|Resistance|51
4|Power Finds Its Level|52
3|References|53
2|3: Trends in School Social Control in the United States: Explaining Patterns of Decriminalization|58
3|Nature and Scope of Reforms|60
3|Explanations of Reform|63
3|Obstacles and Prospects|68
3|Conclusion|72
3|References|73
2|4: Educating for War: Militarization and the Manufacturing of Consent Through Public Schooling|80
3|Neoliberalism and Militarization|82
3|Militarized Education Policies|84
4|Resisting Militarized Education Policies|87
3|Militarized Education Programs|89
4|DoD STARBASE and STARBASE 2.0|91
4|Militarized Security Programs|92
4|Resisting Militarized Education Programs|93
3|Militarized Education Institutions|94
4|Resisting Militarized Education Institutions|95
3|Conclusion|96
3|References|97
2|5: School Discipline and Surveillance: Developments in Australia and Aotearoa/New Zealand|102
3|A Socio-historical Perspective on Education in Australia and Aotearoa/New Zealand|103
3|School Discipline: Zero Tolerance and Exclusion|106
3|The Anatomy of the Surveillance School in Australia and Aotearoa/New Zealand|111
3|Conclusion|115
3|References|115
2|6: Legal Approaches to Social Control in Australian Schools: Old Ideas and New Trends|120
3|Traditional Discipline Measures and Procedures|122
4|Statutory Provisions for School Exclusion|123
3|Surveillance Technology, School Safety, and Control|125
4|The Right to Privacy?|127
3|Legal Framework for Use of Surveillance Technology|128
4|Protection of Personal Data|130
4|Monitoring Personal Devices in Schools|131
4|Use of Tracking Devices|131
3|New Approaches Towards Keeping Schools Safe and Young People in School|132
4|Restorative Justice and School Discipline|132
5|Peer Mediation|134
5|Conferencing|135
4|Restorative Justice to Restorative Practice: From Reaction to Proaction|135
3|Other Behavioural Policy Initiatives|137
3|Conclusion|138
3|References|139
2|7: School Violence as a Complex Social Problem: Trends in Managing Discipline in Finnish Educational Policy|143
3|Zero Tolerance as an Ethos of Governing Social Order in Society and in Schools|145
3|The Challenge of Creating a Functioning Social Order in Finnish Educational Policy|147
3|Zero Tolerance in Finland?|150
3|Outline of a Critical Multidisciplinary Approach to Violence|152
3|Forms of Violence in the School Institution|155
3|Conclusion: Violence Prevention in Multidisciplinary Systemic Thinking|157
3|References|158
2|8: Recent Bullying Trends in Japanese Schools: Why Methods of Control Fail|163
3|The Definition of Bullying in Japan|164
3|Basic Facts About Bullying in Japanese Schools|165
3|Countermeasures and Theoretical Explanations|171
3|New Explanations|173
3|Why Witch-Hunting Fails|175
3|Conclusion: Bullying as Playing|178
3|References|179
2|9: Social Control and Circles of Influence in Taiwan’s School System|182
3|Education History and Its Hidden Curriculum in Taiwan|183
4|The Ch’ing Dynasty (1683–1895): School as a Pathway to the Feet of the Emperor|183
4|The Japanese Colonial Period (1895–1946): School as Military Training|184
4|The Republic of China Regime (1947–1990): School as a Soft Institution of Chinese Identity|185
4|After the 1990s: First Educational Reform—School Deregulation and Campus Physical Safety|188
3|Measures of Behavior Control|190
4|The Three Behavior Control Circles|190
4|School Sanctions|192
4|Incentive Activities to Promote Group Solidarity|192
4|Student Disciplinary Patrol Team|193
4|Special Programs for “High-Risk” Students|194
3|Measures of Campus Physical Safety Control|194
4|Security Checks on Students|194
4|Centralized Campus Security and Natural Disaster Reporting System|195
3|Conclusions|196
3|References|200
2|10: Recent Trends in School Social Control in Sub-Saharan Africa|203
3|The Context and History of School Social Control in Sub-Saharan Africa|204
3|School Hierarchical Organisation: The Case of Ghana|207
3|School Timetable|210
3|Teachers and School Social Control: Tracing Origins and Influences|212
3|Controls over Knowledge|215
3|Conclusion|217
3|References|219
1|Part II: The Convergence of School Discipline with Criminal Justice Practices|224
2|11: Zero Tolerance School Policies|225
3|Origins and History|226
3|Prevalence|228
3|Effectiveness|229
3|Unintended Consequences|231
3|Alternatives and Policy Reform|235
3|Recommendations for Future Research|237
3|Conclusion|238
3|References|239
2|12: Discipline Disparities: New and Emerging Research in the United States|245
3|What Have We Learned? Key New Research Findings|246
4|Who Is at Risk?|246
4|What Causes Disciplinary Disparity?|248
3|Consequences of Discipline Disparities|250
3|Solutions and Interventions|251
4|Classroom Instruction and Behavior Supports|252
4|School-Level Interventions|253
3|Future Research Needs|254
4|Building Knowledge on the Extent of and Reasons for Disparities|254
4|Building Knowledge of Effective Interventions and Systems Change|255
3|Conclusion|256
3|References|256
2|13: School Punishment and the Changing Face of Discipline: Parents and School Punishment|263
3|Parents and Schools|264
3|The Role Parents Play in Setting School Discipline and Punishment Policy|265
3|Parental Involvement in the Disciplinary Process|267
4|Impact of Punishment on Parents|267
4|Impact of Parents on Punishment|269
3|Responsibilities and the Role of Parents in Punishment Moving Forward|272
3|Summary|274
3|References|276
2|14: The School-to-Prison Pipeline|279
3|The School-to-Prison Pipeline|280
3|Punitive Practices and Policies|281
3|School-to-Prison Pipeline Disparities|282
3|Explanations for the School-to-Prison Pipeline|285
4|Cultural Reproduction|285
4|Deterrence Theory|287
4|Youth Criminalization and Fear|288
3|Implications of the School-to-Prison Pipeline|290
4|Increased Dropout Rates|290
4|Decrease in Educational Equity and Equality|291
4|Isolation and Educational Achievement|291
4|Grade Retention|291
4|In/Out of School Criminalization and Life Outcomes|292
3|The Global Lockdown and the Importance of Cross-Cultural Analysis of STPP|293
3|Conclusion|294
3|References|295
2|15: Policing and the School-to-Prison Pipeline|301
3|The School-to-Prison Pipeline|302
3|Police in Schools and the Shift in Discipline Policy|303
3|Potential Long-Term Effects of Interactions with School-Based Police|306
3|Impact of Police in Schools on Disciplinary Outcomes|307
4|Suspensions|308
4|Arrests|309
4|Referrals to Law Enforcement|309
3|Concerns About Disproportionately Affecting Certain Students|310
3|Recommendations|311
4|Research Recommendations/Future Directions|311
4|Policy Recommendations|313
3|Conclusion|314
3|References|315
2|16: Policing Student Behavior: Roles and Responsibilities|319
3|The Growth of School Policing in the United States|320
3|The Varied Roles and Responsibilities of School Police Officers|322
3|School Policing and Inequality: A Critical Review of the Research|325
3|Conclusion: Considerations for Policy and Practice|329
3|References|332
2|17: Evaluations of School Policing Programs in the USA|337
3|Analyses of Official Data|341
3|Survey Research|343
3|Qualitative Research|347
3|Concluding Comments|349
3|References|352
2|18: Student Responses to Policing in Schools|360
3|Contextualizing and Theorizing SROs|361
3|Interactions|363
4|Perceptions and Attitudes|363
4|Safety, Fairness, and Climate|365
4|Legitimacy and Authority|367
4|Culture, Control, and Security|369
3|Discussion|370
3|References|372
1|Part III: Developments in School Surveillance|377
2|19: Recent Developments in Surveillance: An Overview of Body-Worn Cameras in Schools|378
3|Developments in School Surveillance Cameras|380
4|Reasons for Body-Worn Cameras in Schools|382
3|Regulation of School BWC in the UK and USA|385
3|Impacts and Effects|387
4|Social Sorting and the Criminalisation of Schoolchildren|388
4|School-to-Prison Pipeline|389
3|Conclusion: Intensifying and Normalising Surveillance in Schools|390
3|References|392
2|20: School Security and Its Corporate Offerings|396
3|Debates About School Security Equipment|397
3|Funding for the Purchasing of School Security Equipment|401
3|The Selling of School Security Equipment|403
3|Consulting and Training Services|406
3|Conclusion|408
3|References|408
2|21: Biometrics in Schools|412
3|Types of Biometric|413
3|Biometrics in Schools: Adoption and Privacy Concerns|414
3|Biometrics: School Dinners and Beyond|416
3|Theoretical Perspectives on School Biometrics|416
4|Growing School Size and Social Identity|417
4|Power and Control|418
4|Biometrics as a Proxy for Modernity and Efficiency|423
3|Future Projections|425
3|References|428
2|22: Unsocial Media: School Surveillance of Student Internet Use|432
3|Who Controls Students’ Internet Use?|434
3|How Are Students’ Online Activities Monitored?|435
4|Institutional Internet Surveillance|436
5|The Restricted Reach of Physical Surveillance|436
5|Digital Monitoring of Unsocial Media|437
4|Students, (Un)Social Surveillance and Cyberbullying|440
3|Why Scrutinise Student Internet Use?|441
3|What Is the Impact of “Excessive” School Internet Surveillance?|443
3|Conclusion|445
3|References|446
2|23: Digital Surveillance in the Networked Classroom|452
3|Care, Control, and Classroom Relationships|454
3|Networked Surveillance and the Commodification of Learning|457
4|Commercial Monitoring of Students on Social Media|457
4|Educational Software and Predictive Analytics|461
3|Policy Implications|466
3|Works Cited|468
2|24: Safeguarding, Surveillance and Control: School Policy and Practice Responses to the Prevent Duty and the “War on Terror” in the UK|474
3|Background to Prevent|475
3|Conceptual Issues Surrounding Prevent|477
4|The Positioning of Prevent Within School Policy: Safeguarding and Risk|477
4|The Problem of Definition: Defining Extremism and Identifying Risk|478
3|Application of Prevent into Practice|481
4|Staff Training|481
4|Information Sharing Within Multi-agency Partnerships|483
4|Promoting Fundamental British Values|484
4|Monitoring External Influences|486
5|IT Policies|486
5|External Speakers/Giving Platform to Extremists|487
4|Reporting and Referrals Through Prevent|488
3|The Implications of Prevent|490
3|References|492
2|25: School Surveillance and Privacy|497
3|The State of the Field|501
3|Future Work|506
3|Conclusions|508
3|Bibliography|511
1|Part IV: Positive Directions: Restorative Justice and Alternatives to Punishment|514
2|26: Managing Behaviour: From Exclusion to Restorative Practices|515
3|Goals of Behaviour Management|516
3|From Exclusion to Restoration: Aims and Strategies of Behaviour Management|518
3|Schools’ Differing Approaches|522
3|Factors That Influence a School’s Approach to Behaviour Management|524
3|Future Work|527
3|References|529
2|27: Looking for Strategic Alternatives to School Exclusion|532
3|The English Way to Exclude Children from School|533
3|State Duties and Professional Responsibilities|537
3|Social Justice and Equality|538
3|The Solution: Community-Based Inclusion|541
3|Five Barriers to Minimising Exclusion|549
3|Concluding Thoughts|550
3|References|552
2|28: Multi-agency Working and Pastoral Care in Behavioural Management: Discourse, Policy, and Practice|556
3|The Emergence of Targeted Pastoral Provision|558
3|Discourse and Policy|560
3|Policy into Practice|564
3|Inter-agency and Inter-professional Work: An Alternative Perspective|567
3|Some Concluding Thoughts|570
3|References|571
2|29: Restorative Approaches in Schools: Current Practices, Future Directions|575
3|Defining Restorative Justice|575
3|Defining and Conceptualising Restorative Approaches in Education|577
3|Taking a Restorative Approach into the School Community|578
3|Recent Research in Context|581
3|Restorative Approaches and the Issues of School Security, Punishment, and Surveillance|584
3|Critical Restorative Approaches: A New Way Forward?|589
3|Conclusions|590
3|References|591
1|Index|596
1|Notes on Contributors|9
1|List of Figures|16
1|List of Tables|17
1|1: The Changing Landscape of School Discipline, Surveillance, and Social Control|18
2|School Discipline: Cultural Heterogeneity and Policy Transfer|19
2|Historical Background and Contemporary Trends|20
2|Handbook Structure and Contents|22
3|Part I: International Trends in School Discipline, Surveillance, and Social Control|23
3|Part II. The Convergence of School Discipline with Criminal Justice Practices|24
3|Part III. Developments in School Surveillance|26
3|Part IV: Positive directions: Restorative justice and alternatives to punishment|27
2|Concluding Thoughts|29
2|References|29
1|Part I: International Trends in School Discipline, Surveillance, and Social Control|31
2|2: School Surveillance, Control, and Resistance in the United Kingdom|32
3|UK Schools in a Neoliberal Context|33
4|A Politics of Emergency|34
4|Audit Culture|35
4|New Surveillance Technologies|38
4|Policing Student and Teacher Bodies: Biopower and Exclusion in UK Schools|39
4|Biometrics|40
3|Academies|41
4|Marketisation and Exclusion|41
3|Strict Disciplinary Approaches: Taming the “Deprived”|43
4|Zero Tolerance and Permanent Exclusion|43
4|Excluding Disabled, Raced, Gendered, and Classed Bodies|45
4|Resistance to Zero Tolerance: Restorative, Empowering, and Collaborative Practices as Alternative Approaches to Discipline and Behaviour Management in Schools|46
3|“Prevent”: Counter-Terrorism Measures in UK Schools|48
4|Fundamental British Values|50
3|Conclusion|51
4|Resistance|51
4|Power Finds Its Level|52
3|References|53
2|3: Trends in School Social Control in the United States: Explaining Patterns of Decriminalization|58
3|Nature and Scope of Reforms|60
3|Explanations of Reform|63
3|Obstacles and Prospects|68
3|Conclusion|72
3|References|73
2|4: Educating for War: Militarization and the Manufacturing of Consent Through Public Schooling|80
3|Neoliberalism and Militarization|82
3|Militarized Education Policies|84
4|Resisting Militarized Education Policies|87
3|Militarized Education Programs|89
4|DoD STARBASE and STARBASE 2.0|91
4|Militarized Security Programs|92
4|Resisting Militarized Education Programs|93
3|Militarized Education Institutions|94
4|Resisting Militarized Education Institutions|95
3|Conclusion|96
3|References|97
2|5: School Discipline and Surveillance: Developments in Australia and Aotearoa/New Zealand|102
3|A Socio-historical Perspective on Education in Australia and Aotearoa/New Zealand|103
3|School Discipline: Zero Tolerance and Exclusion|106
3|The Anatomy of the Surveillance School in Australia and Aotearoa/New Zealand|111
3|Conclusion|115
3|References|115
2|6: Legal Approaches to Social Control in Australian Schools: Old Ideas and New Trends|120
3|Traditional Discipline Measures and Procedures|122
4|Statutory Provisions for School Exclusion|123
3|Surveillance Technology, School Safety, and Control|125
4|The Right to Privacy?|127
3|Legal Framework for Use of Surveillance Technology|128
4|Protection of Personal Data|130
4|Monitoring Personal Devices in Schools|131
4|Use of Tracking Devices|131
3|New Approaches Towards Keeping Schools Safe and Young People in School|132
4|Restorative Justice and School Discipline|132
5|Peer Mediation|134
5|Conferencing|135
4|Restorative Justice to Restorative Practice: From Reaction to Proaction|135
3|Other Behavioural Policy Initiatives|137
3|Conclusion|138
3|References|139
2|7: School Violence as a Complex Social Problem: Trends in Managing Discipline in Finnish Educational Policy|143
3|Zero Tolerance as an Ethos of Governing Social Order in Society and in Schools|145
3|The Challenge of Creating a Functioning Social Order in Finnish Educational Policy|147
3|Zero Tolerance in Finland?|150
3|Outline of a Critical Multidisciplinary Approach to Violence|152
3|Forms of Violence in the School Institution|155
3|Conclusion: Violence Prevention in Multidisciplinary Systemic Thinking|157
3|References|158
2|8: Recent Bullying Trends in Japanese Schools: Why Methods of Control Fail|163
3|The Definition of Bullying in Japan|164
3|Basic Facts About Bullying in Japanese Schools|165
3|Countermeasures and Theoretical Explanations|171
3|New Explanations|173
3|Why Witch-Hunting Fails|175
3|Conclusion: Bullying as Playing|178
3|References|179
2|9: Social Control and Circles of Influence in Taiwan’s School System|182
3|Education History and Its Hidden Curriculum in Taiwan|183
4|The Ch’ing Dynasty (1683–1895): School as a Pathway to the Feet of the Emperor|183
4|The Japanese Colonial Period (1895–1946): School as Military Training|184
4|The Republic of China Regime (1947–1990): School as a Soft Institution of Chinese Identity|185
4|After the 1990s: First Educational Reform—School Deregulation and Campus Physical Safety|188
3|Measures of Behavior Control|190
4|The Three Behavior Control Circles|190
4|School Sanctions|192
4|Incentive Activities to Promote Group Solidarity|192
4|Student Disciplinary Patrol Team|193
4|Special Programs for “High-Risk” Students|194
3|Measures of Campus Physical Safety Control|194
4|Security Checks on Students|194
4|Centralized Campus Security and Natural Disaster Reporting System|195
3|Conclusions|196
3|References|200
2|10: Recent Trends in School Social Control in Sub-Saharan Africa|203
3|The Context and History of School Social Control in Sub-Saharan Africa|204
3|School Hierarchical Organisation: The Case of Ghana|207
3|School Timetable|210
3|Teachers and School Social Control: Tracing Origins and Influences|212
3|Controls over Knowledge|215
3|Conclusion|217
3|References|219
1|Part II: The Convergence of School Discipline with Criminal Justice Practices|224
2|11: Zero Tolerance School Policies|225
3|Origins and History|226
3|Prevalence|228
3|Effectiveness|229
3|Unintended Consequences|231
3|Alternatives and Policy Reform|235
3|Recommendations for Future Research|237
3|Conclusion|238
3|References|239
2|12: Discipline Disparities: New and Emerging Research in the United States|245
3|What Have We Learned? Key New Research Findings|246
4|Who Is at Risk?|246
4|What Causes Disciplinary Disparity?|248
3|Consequences of Discipline Disparities|250
3|Solutions and Interventions|251
4|Classroom Instruction and Behavior Supports|252
4|School-Level Interventions|253
3|Future Research Needs|254
4|Building Knowledge on the Extent of and Reasons for Disparities|254
4|Building Knowledge of Effective Interventions and Systems Change|255
3|Conclusion|256
3|References|256
2|13: School Punishment and the Changing Face of Discipline: Parents and School Punishment|263
3|Parents and Schools|264
3|The Role Parents Play in Setting School Discipline and Punishment Policy|265
3|Parental Involvement in the Disciplinary Process|267
4|Impact of Punishment on Parents|267
4|Impact of Parents on Punishment|269
3|Responsibilities and the Role of Parents in Punishment Moving Forward|272
3|Summary|274
3|References|276
2|14: The School-to-Prison Pipeline|279
3|The School-to-Prison Pipeline|280
3|Punitive Practices and Policies|281
3|School-to-Prison Pipeline Disparities|282
3|Explanations for the School-to-Prison Pipeline|285
4|Cultural Reproduction|285
4|Deterrence Theory|287
4|Youth Criminalization and Fear|288
3|Implications of the School-to-Prison Pipeline|290
4|Increased Dropout Rates|290
4|Decrease in Educational Equity and Equality|291
4|Isolation and Educational Achievement|291
4|Grade Retention|291
4|In/Out of School Criminalization and Life Outcomes|292
3|The Global Lockdown and the Importance of Cross-Cultural Analysis of STPP|293
3|Conclusion|294
3|References|295
2|15: Policing and the School-to-Prison Pipeline|301
3|The School-to-Prison Pipeline|302
3|Police in Schools and the Shift in Discipline Policy|303
3|Potential Long-Term Effects of Interactions with School-Based Police|306
3|Impact of Police in Schools on Disciplinary Outcomes|307
4|Suspensions|308
4|Arrests|309
4|Referrals to Law Enforcement|309
3|Concerns About Disproportionately Affecting Certain Students|310
3|Recommendations|311
4|Research Recommendations/Future Directions|311
4|Policy Recommendations|313
3|Conclusion|314
3|References|315
2|16: Policing Student Behavior: Roles and Responsibilities|319
3|The Growth of School Policing in the United States|320
3|The Varied Roles and Responsibilities of School Police Officers|322
3|School Policing and Inequality: A Critical Review of the Research|325
3|Conclusion: Considerations for Policy and Practice|329
3|References|332
2|17: Evaluations of School Policing Programs in the USA|337
3|Analyses of Official Data|341
3|Survey Research|343
3|Qualitative Research|347
3|Concluding Comments|349
3|References|352
2|18: Student Responses to Policing in Schools|360
3|Contextualizing and Theorizing SROs|361
3|Interactions|363
4|Perceptions and Attitudes|363
4|Safety, Fairness, and Climate|365
4|Legitimacy and Authority|367
4|Culture, Control, and Security|369
3|Discussion|370
3|References|372
1|Part III: Developments in School Surveillance|377
2|19: Recent Developments in Surveillance: An Overview of Body-Worn Cameras in Schools|378
3|Developments in School Surveillance Cameras|380
4|Reasons for Body-Worn Cameras in Schools|382
3|Regulation of School BWC in the UK and USA|385
3|Impacts and Effects|387
4|Social Sorting and the Criminalisation of Schoolchildren|388
4|School-to-Prison Pipeline|389
3|Conclusion: Intensifying and Normalising Surveillance in Schools|390
3|References|392
2|20: School Security and Its Corporate Offerings|396
3|Debates About School Security Equipment|397
3|Funding for the Purchasing of School Security Equipment|401
3|The Selling of School Security Equipment|403
3|Consulting and Training Services|406
3|Conclusion|408
3|References|408
2|21: Biometrics in Schools|412
3|Types of Biometric|413
3|Biometrics in Schools: Adoption and Privacy Concerns|414
3|Biometrics: School Dinners and Beyond|416
3|Theoretical Perspectives on School Biometrics|416
4|Growing School Size and Social Identity|417
4|Power and Control|418
4|Biometrics as a Proxy for Modernity and Efficiency|423
3|Future Projections|425
3|References|428
2|22: Unsocial Media: School Surveillance of Student Internet Use|432
3|Who Controls Students’ Internet Use?|434
3|How Are Students’ Online Activities Monitored?|435
4|Institutional Internet Surveillance|436
5|The Restricted Reach of Physical Surveillance|436
5|Digital Monitoring of Unsocial Media|437
4|Students, (Un)Social Surveillance and Cyberbullying|440
3|Why Scrutinise Student Internet Use?|441
3|What Is the Impact of “Excessive” School Internet Surveillance?|443
3|Conclusion|445
3|References|446
2|23: Digital Surveillance in the Networked Classroom|452
3|Care, Control, and Classroom Relationships|454
3|Networked Surveillance and the Commodification of Learning|457
4|Commercial Monitoring of Students on Social Media|457
4|Educational Software and Predictive Analytics|461
3|Policy Implications|466
3|Works Cited|468
2|24: Safeguarding, Surveillance and Control: School Policy and Practice Responses to the Prevent Duty and the “War on Terror” in the UK|474
3|Background to Prevent|475
3|Conceptual Issues Surrounding Prevent|477
4|The Positioning of Prevent Within School Policy: Safeguarding and Risk|477
4|The Problem of Definition: Defining Extremism and Identifying Risk|478
3|Application of Prevent into Practice|481
4|Staff Training|481
4|Information Sharing Within Multi-agency Partnerships|483
4|Promoting Fundamental British Values|484
4|Monitoring External Influences|486
5|IT Policies|486
5|External Speakers/Giving Platform to Extremists|487
4|Reporting and Referrals Through Prevent|488
3|The Implications of Prevent|490
3|References|492
2|25: School Surveillance and Privacy|497
3|The State of the Field|501
3|Future Work|506
3|Conclusions|508
3|Bibliography|511
1|Part IV: Positive Directions: Restorative Justice and Alternatives to Punishment|514
2|26: Managing Behaviour: From Exclusion to Restorative Practices|515
3|Goals of Behaviour Management|516
3|From Exclusion to Restoration: Aims and Strategies of Behaviour Management|518
3|Schools’ Differing Approaches|522
3|Factors That Influence a School’s Approach to Behaviour Management|524
3|Future Work|527
3|References|529
2|27: Looking for Strategic Alternatives to School Exclusion|532
3|The English Way to Exclude Children from School|533
3|State Duties and Professional Responsibilities|537
3|Social Justice and Equality|538
3|The Solution: Community-Based Inclusion|541
3|Five Barriers to Minimising Exclusion|549
3|Concluding Thoughts|550
3|References|552
2|28: Multi-agency Working and Pastoral Care in Behavioural Management: Discourse, Policy, and Practice|556
3|The Emergence of Targeted Pastoral Provision|558
3|Discourse and Policy|560
3|Policy into Practice|564
3|Inter-agency and Inter-professional Work: An Alternative Perspective|567
3|Some Concluding Thoughts|570
3|References|571
2|29: Restorative Approaches in Schools: Current Practices, Future Directions|575
3|Defining Restorative Justice|575
3|Defining and Conceptualising Restorative Approaches in Education|577
3|Taking a Restorative Approach into the School Community|578
3|Recent Research in Context|581
3|Restorative Approaches and the Issues of School Security, Punishment, and Surveillance|584
3|Critical Restorative Approaches: A New Way Forward?|589
3|Conclusions|590
3|References|591
1|Index|596