Complicating ‘student behaviour’: exploring the discursive constitution of ‘learner subjectivities’

References

• Araújo, M. 2005. “Disruptive or Disrupted? A Qualitative Study on the Construction of Indiscipline.” International Journal of Inclusive Education 9 (3): 241–268. doi:10.1080/09596410500059730.
   Google Scholar
• Belding, A. 1928. “The Road.” Journal of Education 107 (17): 498–498.
   Google Scholar
• Billington, T. 2000. Separating, Losing and Excluding Children: Narratives of Difference. London: Routledge Falmer.
   Google Scholar
• Branson, J., and D. Miller. 1991. “Beyond Individualism: A Post-Structuralist Critique of Current Approaches to School Discipline.” In Classroom Management, edited by M. N. Lovelgrove and R. Lewis, 173–195. Melbourne: Longman Cheshire.
   Google Scholar
• Bredekamp, S., ed. 1987. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Burman, E. 2008. Deconstructing Developmental Psychology. 2nd ed. East Sussex: Routledge.
   Google Scholar
• Butler, J. 1997a. Excitable Speech. A Politics of the Performative. New York: Routledge.
   Google Scholar
• Butler, J. 1997b. The Psychic Life of Power. Theories in Subjection. Sanford: Stanford University Press.
   Google Scholar
• Charles, C. M. 1991. “Foreword. (V–Vii).” In Classroom Management, edited by M. N. Lovelgrove and R. Lewis. Melbourne: Longman Cheshire.
   Google Scholar
• Clunies-Ross, P., E. Little, and M. Kienhuis. 2008. “Self‐Reported and Actual use of Proactive and Reactive Classroom Management Strategies and their Relationship with Teacher Stress and Student Behaviour.” Educational Psychology 28: 693–710. doi:10.1080/01443410802206700.
   Web of Science ®Google Scholar
• Davies, B. 1989. Frogs and Snails and Feminist Tales: Pre-school Children and Gender. Sydney: Allen and Unwin.
   Google Scholar
• Davies, B. 2002. Shards of Glass: Children Reading and Writing beyond Gendered Identities. Cresskill, NJ: Hampton Press.
   Google Scholar
• Davies, B., S. Dormer, S. Sue Gannon, C. Laws, S. Rocco, H. Lenz Taguchi, and H. McCann. 2001. “Becoming Schoolgirls: The Ambivalent Processes of Subjectification.” Gender and Education 13 (2): 167–182.
   Google Scholar
• Forrester, M. A. 1999. “Essay Review: Recognizing the Gauntlet: Anti-Developmentalism in Developmental Psychology.” British Journal of Psychology 90: 305–311. doi:10.1348/000712699161323.
   Google Scholar
• Foucault, M. 1972. The Archeology of Knowledge and the Discourse on Language. Translated by S. A. M. Smith. New York: Pantheon.
   Google Scholar
• Foucault, M. 1977. Language, Counter-Memory, Practice: Selected Essays and Interviews. New York: Cornell University Press.
   Google Scholar
• Foucault, M. 1980. Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. Brighton: Harvester Press.
   Google Scholar
• Gore, J., and R. J. Parkes. 2008. “On the Mistreatment of Management.” In Critical Readings in Teacher Education: Provoking Absences, edited by A. Phelan and J. Sumsion. Rotterdam: Sense.
   Google Scholar
• Graham, L. 2007. “Speaking of ‘Disorderly’ Objects: A Poetics of Pedagogical Discourse.” Discourse: Studies in the Cultural Politics of Education 28 (1): 1–20.
   Google Scholar
• Grolnick, W. S. 2003. The Psychology of Parental Control: How Well-Meant Parenting Backfires. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Harwood, V. 2006. Diagnosing ‘Disorderly’ Children: A Critique of Behaviour Disorder Discourses. London: Routledge.
   Google Scholar
• Henriques, J., W. Hollway, C. Urwin, C. Venn, and V. Walkerdine, eds. 1984. Changing the Subject: Psychology, Social Regulation and Subjectivity. London: Methuen.
   Google Scholar
• Hunt, R. 2000. “Classroom Competencies and Marginal Positionings.” In A Body of Writing, edited by B. Davies, 107–132. Walnut Creek, CA: Alta Mira Press.
   Google Scholar
• Keat, J. B. 2008. “Decreasing Child Defiance: Is Inquiry Indispensable?” Early Childhood Education Journal 36: 155–160. doi:10.1007/s10643-008-0262-3.
   Google Scholar
• Kofoed, J. 2008. “Appropriate Pupilness: Social Categories Intersecting in School.” Childhood 15 (3): 415–430. doi:10.1177/0907568208091671.
   Web of Science ®Google Scholar
• Laws, C. 2011. Poststructuralism at Work with Marginalised Children. Sharjah: Bentham Science Publishers.
   Google Scholar
• Laws, C., and B. Davies. 2000. “Poststructuralist Theory in Practice: Working with ‘Behaviourally Disturbed’ Children.” International Journal of Qualitative Studies in Education 13 (3): 205–221. doi:10.1080/09518390050019631.
   Google Scholar
• MacLure, M., L. Jones, R. Holmes, and C. MacRae. 2009. Becoming a Problem: How and Why Children Acquire a Reputation as ‘Naughty’ in the Earliest Years at School. Final report to the Economic and Social Research Council. Accessed April, 2012. http://www.esri.mmu.ac.uk/resprojects/reports/becomingaproblem.pdf
   Google Scholar
• MacNaughton, G. 1995. “A Poststructural Analysis of Learning in Early Childhood Settings.” In DAPcentrism: Challenging Developmentally Appropriate Practice, edited by M. Fleer. Canberra: Australian Early Childhood Association.
   Google Scholar
• Martella, R. C., J. R. Nelson, N. E. Marchand-Martella, and M. O’Reilly. 2012. Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches. 2nd ed. Los Angeles, CA: Sage.
   Google Scholar
• Millei, Z. 2005. “The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom.” Contemporary Issues in Early Childhood 6 (2): 128–139. doi:10.2304/ciec.2005.6.2.3.
   Google Scholar
• Millei, Z. 2010. “Is It (still) Useful to Think About Classroom Discipline As Control? An Examination of the ‘Problem of Discipline’.” In Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities, edited by Z. Millei, T. G. Griffiths, and R. J. Parkes, 22–41. New York: Peter Lang.
   Google Scholar
• Millei, Z. 2012. “Thinking Differently about Guidance: Power, Children’s Autonomy and Democratic Environments.” Journal of Early Childhood Research 10 (1): 88–99. doi:10.1177/1476718X11406243.
   Google Scholar
• Millei, Z., T. G. Griffiths, and R. J. Parkes, eds. 2010. Re-Theorizing Discipline in Education: Problems, Politics, and Possibilities. New York: Peter Lang.
   Google Scholar
• Oliver, R. M., and D. J. Reschly. 2007. Effective Classroom Management: Teacher Preparation and Professional Development. National Comprehensive Center for Teacher Quality. Accessed March, 2012. http://files.eric.ed.gov/fulltext/ED543769.pdf
   Google Scholar
• Parker, I., and the Bolton Discourse Network. 1999. Critical Textwork: An Introduction to Varieties of Discourse and Analysis. Buckingham: Open University Press.
   Google Scholar
• Porter, L. 2007. Student Behaviour: Theory and Practice for Teachers. 3rd ed. Crows Nest, NSW: Allen & Unwin.
   Google Scholar
• Raby, R. 2008. “Rights and Responsibility: Secondary School Conduct Codes and the Production of Passive Citizenship.” In Children’s Rights: Theories, Policies and Interventions, edited by T. O’Neill and D. Zinga. Toronto: University of Toronto Press.
   Google Scholar
• Rose, N. 1999. Powers of Freedom: Reframing Political Thought. Cambridge: Cambridge University Press.
   Google Scholar
• Ryan, S., and S. Grieshaber. 2005. “Shifting from Developmental to Postmodern Practices in Early Childhood Teacher Education.” Journal of Teacher Education 56 (1): 34–45.
   Web of Science ®Google Scholar
• Slee, R. 1995. Changing Theories and Practices of Discipline. London: The Falmer Press.
   Google Scholar
• Yates, S., and D. Hiles. 2010. “Towards a ‘‘Critical Ontology of Ourselves’’?: Foucault, Subjectivity and Discourse Analysis.” Theory & Psychology 20 (1): 52–75.
   Web of Science ®Google Scholar