Documentation of education for teenagers in residential care: a network of blame and critique

References

• Alasuutari, M., and H. Kelle. 2015. “Documentation in Childhood.” Children & Society 29: 169–173. doi:10.1111/CHSO.12119.
   Web of Science ®Google Scholar
• Alasuutari, M., A.-M. Markström, and A.-C. Vallberg-Roth. 2014. Assessment and Documentation in Early Childhood Education. London: Routledge.
   Google Scholar
• Araujo, 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
• Berg, K. 2010. “Negotiating Identity: Conflicts between the Agency of the Student and the Official Diagnosis of Social Workers and Teachers.” European Educational Research Journal 9 (2): 164–176. doi:10.2304/eerj.2010.9.2.164.
   Google Scholar
• Berlin, M., B. Vinnerljung, and A. Hjern. 2011. “School Performance in Primary School and Psychosocial Problems in Young Adulthood among Care Leavers from Long Term Foster Care.” Children and Youth Services Review 33 (12): 2489–2497. doi:10.1016/j.childyouth.2011.08.024.
   Web of Science ®Google Scholar
• Berridge, D., C. Dance, J. Beecham, and S. Field. 2008. Educating Difficult Adolescents. Effective Education for Children in Public Care or with Emotional and Behavioural Difficulties. London: Jessica Kingsley.
   Google Scholar
• Cairns, L., and M. Brannen. 2005. “Promoting the Human Rights of Children and Young People: The ‘Investing in Children’ Experience.” Adoption and Fostering 29 (1): 78–87. doi:10.1177/030857590502900109.
   Google Scholar
• Callon, M. 1986. “Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St Breuc Bay.” In Power, Action and Belief. A New Sociology of Knowledge, edited by J. Law, 196–233. London: Routledge & Paul Kegan.
   Google Scholar
• Cooper, P. 2008. “Nurturing Attachment to School: Contemporary Perspectives on Social, Emotional and Behavioural Difficulties.” Pastoral Care in Education 26 (1): 13–22. doi:10.1080/02643940701848570.
   Google Scholar
• Fenwick, T., and P. Landri. 2012. “Materialities, Textures and Pedagogies: Socio-material Assemblages in Education.” Pedagogy, Culture and Society 20 (1): 1–7. doi:10.1080/14681366.2012.649421.
   Google Scholar
• Gillies, V. 2008. “Perspectives on Parenting Responsibility: Contextualizing Values and Practices.” Journal of Law and Society 35: 95–112. doi:10.1111/j.1467-6478.2008.00416.x.
   Web of Science ®Google Scholar
• Godwin, S. 2004. “Managing Guilt:. The Personal Responsibility Rhetoric among Parents of ‘Troubled’ Teens.” The Sociological Quarterly 45 (3): 575–596.10.1111/tsq.2004.45.issue-3
   Web of Science ®Google Scholar
• Hanafin, J., and A. Lynch. 2002. “Peripheral Voices: Parental Involvement, Social Class, and Educational Disadvantage.” British Journal of Sociology of Education 23 (1): 35–49.10.1080/01425690120102845
   Web of Science ®Google Scholar
• Isaksson, J., R. Lindqvist, and E. Bergström. 2010. “‘Pupils with Special Educational Needs’: A Study of the Assessments and Categorising Processes regarding Pupils’ School Difficulties in Sweden.” International Journal of Inclusive Education 14 (2): 133–151. doi:10.1080/13603110802504176.
   Web of Science ®Google Scholar
• Kelle, H., R. Seehaus, and S. Bollig. 2015. “Child Health Records as Socio-material Instruments of Distributing Responsibility. A Comparative Analysis of Paediatric Documents from Austria, England and Germany.” Children & Society 29: 184–197. doi:10.1111/chso.12109.
   Web of Science ®Google Scholar
• Kenway, J., and D. Youdell. 2011. “The Emotional Geographies of Education: Beginning a Conversation.” Emotion, Space and Society 4 (3): 131–136. doi:10.1016/j.emospa.2011.07.001.
   Google Scholar
• Landrum, T. J., M. Tankersley, and J. M. Kauffman. 2003. “What is Special about Special Education for Students with Emotional or Behavioral Disorders?” The Journal of Special Education 37 (3): 148–156.10.1177/00224669030370030401
   Web of Science ®Google Scholar
• Lanzara, G. F., and M. Morner. 2005. “Artifacts Rule! How Organizing Happens in Open Source Software Projects.” In Actor-network Theory and Organizing, edited by B. Czarniawska and T. Hernes, 196–233. Liber: Malmö.
   Google Scholar
• Latour, B. 2005. Reassembling the Social: An Introduction to Actor-network Theory. Oxford: University Press.
   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
• Markström, A.-M. 2015. “Children’s Views of Documentation in the Relations between Home and School.” Children & Society 29: 231–241. doi:10.1111/chso.12114.
   Web of Science ®Google Scholar
• McMurray, I., H. Connolly, M. Preston-Shoot, and V. Wigley. 2011. “Shards of the Old Looking Glass: Restoring the Significance of Identity in Promoting Positive Outcomes for Looked-after Children.” Child & Family Social Work 16 (2): 210–218. doi:10.1111/j.1365-2206.2010.00733.x.
   Web of Science ®Google Scholar
• Roets, G., K. Rutten, R. Roose, C. Vandekinderen, and R. Soetaert. 2015. “Constructing the ‘Child at Risk’ in Social Work Reports: A Way of Seeing is a Way of Not Seeing.” Children & Society 29: 198–208. doi:10.1111/chso.12115.
   Web of Science ®Google Scholar
• Scherr, T. G. 2007. “Educational Experiences of Children in Foster Care: Meta-analyses of Special Education, Retention and Discipline Rates.” School Psychology International 28: 419–436. doi:10.1177/0143034307084133.
   Web of Science ®Google Scholar
• Severinsson, S. 2010. “Unga i normalitetens Gränsland: Undervisning och behandling i särskilda undervisningsgrupper och hem för vård eller boende” [Adolescents in the Borderland of Normality: Education and Treatment in Special Education Classes and Foster Institutions]. Diss. Linköping: Linköping University.
   Google Scholar
• Severinsson, S. 2016. “Documentation for Students in Residential Care: Network of Relations of Human and Non-human Actants.” International Journal of Inclusive Education. 20 (9): 921–933. doi:10.1080/13603116.2015.1125532.
   Web of Science ®Google Scholar
• Severinsson, S., and A.-M. Markström. 2015. “Resistance as a Means of Creating Accountability in Child Welfare Institutions.” Child & Family Social Work 20 (1): 1–9. doi:10.1111/cfs.12070.
   Web of Science ®Google Scholar
• Severinsson, S., C. Nord, and E. Reimers. 2014. “Ambiguous Spaces for Troubled Youth. Home, Therapeutic Institution or School?” Pedagogy, Culture & Society 23 (2): 254–264. doi:10.1080/14681366.2014.977807.
   Web of Science ®Google Scholar
• Smyth, J., P. McInerney, and T. Fish. 2013. “Blurring the Boundaries: From Relational Learning towards a Critical Pedagogy of Engagement for Disengaged Disadvantaged Young People.” Pedagogy, Culture & Society 21 (2): 299–320. doi:10.1080/14681366.2012.759136.
   Google Scholar
• Todd, L. 2003. “Disability and the Restructuring of Welfare: The Problem of Partnership with Parents.” International Journal of Inclusive Education 7 (3): 281–296. doi:10.1080/1360311032000108894.
   Google Scholar
• Willmann, M. 2007. “The Forgotten Schools. Current Status of Special Schools for Pupils with Social, Emotional and Behavioural Difficulties in Germany: A Complete National Survey.” Emotional and Behavioural Difficulties 12 (4): 299–318. doi:10.1080/13632750701664285.
   Google Scholar
• Youdell, D. 2011. School Trouble: Identity, Power and Politics in Education. Abingdon: Routledge.
   Google Scholar