References
- Abdelnoor, A. (2007). Managed moves. A complete guide to managed moves as an alternative to permanent exclusion. London: Gulbenkian Foundation.
- Allan, J. (1996). Foucault and special educational needs: A 'box of tools’ for analysing children’s experiences of mainstreaming. Disability & Society, 11(2), 219–234. doi:10.1080/09687599650023245
- Allen, K., & Mendick, H. (2012). Young people’s use of celebrity: Class, gender and ‘improper’ celebrity. Discourse, 34(1), 77–93. doi:10.1080/01596306.2012.698865
- Aron, L. Y. (2006). An overview of alternative education. Washington, DC: Urban Institute.
- Bailey, S. (2013). Exploring ADHD: An ethnography of disorcder in early childhood. London: Routledge.
- Ball, S., Maguire, M., & Braun, A. (2011). How schools do policy. Policy enactments in secondary schools. London: Routledge.
- Besley, T. (2002). Counseling youth. Foucault, power and the ethcis of subjectivity. Westport, CT: Bergin & Garvey.
- Caulkins, M. (2011). Pathways of pathology and promise in alternative education. ( PhD). Simon Fraser University.
- Denny, S., Fleming, T., Clark, T. C., & Wall, M. (2004). Emotional resilience: Risk and protective factors for depression among alternative education students in New Zealand. American Journal of Orthopsychiatry, 74(2), 137–149. doi:10.1037/0002-9432.74.2.137
- Devine, J. (1996). Maximum security. The culture of violence in inner-city schools. Chicago: University of Chicago Press.
- Ecclestone, K., & Hayes, D. (2008). The dangerous rise of therapeutic education. How teaching is becoming therapy. London: Routledge.
- Fielding, M. (2006). Leadership, radical student engagement and the necessity of person-centred education. International Journal of Leadership in Education, 9(4), 299–313. doi:10.1080/13603120600895411
- Foucault, M. (1977). Discipline and punish. The birth of the prison. ( A. Sheridan, Trans. 1991 ed.). London: Penguin.
- Foucault, M. (1982). The subject and power. In H. L. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 208–226). Chicago: University of Chicago Press.
- Foucault, M. (1982/1997). Technologies of the self. In P. Rabinow (Ed.), Ethics. Subjectivity and truth. Essential works of Foucault 1954-1984 (Vol. 1, pp. 223–252). New York, NY: New Press.
- Foucault, M. (1988). Technologies of the self: A seminar with Michel Foucault. ( L. Martin, Trans.). Tavistock: London.
- Gillborn, D., & Youdell, D. (2000). Rationing education. Policy, practice, reform and equity. Buckingham: Open University Press.
- Glasser, W. (1990). Quality school. Managing students without Coercion. New York, NY: Harper Perennial.
- Gore, J. (1993). The struggle for pedagogies. Critical and feminist discourses as regimes of truth. New York, NY: Routledge.
- Guerin, G., & Denti, L. (1999). Alternative education support for youth at-risk. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 73(2), 76–78. doi:10.1080/00098659909600151
- Harris, B., Vincent, K., Thomson, P., & Toalster, R. (2006). Does every child know they matter? Pupils’ views of one alternative to exclusion. Pastoral Care in Education, 24(2), 28–38. doi:10.1111/past.2006.24.issue-2
- Harwood, V. (2005). Diagnosing ‘disorderly’ children. A critique of behaviour disorder discourses. London: Routledge.
- Harwood, V., & Allan, J. (2014). Psychopathology at school: Theorizing mental disorder in schools. London: Routledge.
- Hunter, I. (1994). Rethinking the school. Subjectivity, bureaucracy, criticism. Sydney: Allen & Unwin.
- Institute of Education (University of London) and the National Foundation for Educational Research (NFER). (2013). Evaluation of the school exclusion trial (responsibility for alternative provision for permanently excluded children). London: Department for Education.
- Institute of Education (University of London) and the National Foundation for Educational Research (NFER). (2014). School exclusion trial evaluation. London: Department for Education.
- Kelly, P., & Harrison, L. (2009). Working in Jamie’s kitchen. Salvation, passion and young workers. Basingstoke: Palgrave Macmillan.
- Kim, J.-H., & Taylor, K. A. (2008). Rethinking alternative education to break the cycle of educational inequality and inequity. The Journal of Educational Research, 101(4), 207–219. doi:10.3200/JOER.101.4.207-219
- Lewis, C. (2011). Poststructuralism at work with marginalised children. Oak Park, UAE: Bentham Science Publishers.
- Lloyd, G. (Ed.). (2005). Problem girls. Understanding and supporting troubled and troublesome girls and young women. London: Routledge.
- Maclure, M., Jones, L., Holmes, R., & Macrae, C. (2012). Becoming a problem: Behaviour and reputation in the early years classroom. British Educational Research Journal, 38(3), 447–471. doi:10.1080/01411926.2011.552709
- Manchester, H., & Bragg, S. (2013). ‘School ethos and the spatial turn: ‘Capacious’ approaches to research and practice. Qualitative Inquiry, 19(10), 818–827. doi:10.1177/1077800413503800
- Noddings, N. (1992). The challenge to care in schools. New York, NY: Teachers College Press.
- Nolan, K. (2011). Police in the hallways. Discipline in an urban high school. Minneapolis, MN: University of Minnesota Press.
- Ozga, J. (2009). Governing education through data in England: From regulation to self evaluation. Journal of Education Policy, 24(2), 149–162. doi:10.1080/02680930902733121
- Raywid, M. A. (1994). Alternative schools. The state of the art. Educational Leadership, 52(1), 26–31.
- Rose, N. (1999). Governing the soul. The shaping of the private self (2nd ed.). London: Free Association Books.
- Russell, L., & Thomson, P. (2011). Girls and gender in alternative education provision. Ethnography and Education, 6(3), 293–308. doi:10.1080/17457823.2011.610581
- Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice Hall.
- Slee, R. (1995). Changing theories and practices of discipline. London: Falmer.
- Slee, R. (2011). The irregular school. Exclusion, schooling and inclusive education. London: Routledge.
- Thomson, P. (2014). Literature review. What’s the alternatice? Effective support for young people disengaging from the mainstream. The Prince’s Trust. Retrieved from http://www.princes-trust.org.uk/pdf/Literature/Review/FINAL/15/10/14.pdf
- Thomson, P., McQuade, V., & Rochford, K. (2005a). ‘My little special house’: Re-forming the risky geographies of middle school girls at Clifftop College. In G. Lloyd (Ed.), Problem girls. Understanding and supporting troubled and troublesome girls and young women (pp. 172–189). London: RoutledgeFalmer.
- Thomson, P., McQuade, V., & Rochford, K. (2005b). ‘No-one’s a good or bad student here’: An active citizenship project as ‘doing justice’. The International Journal of Learning. Retrieved from http://ijl.cgpublisher.com/
- Thomson, P., & Pennacchia, J. (2014). What’s the alternative? Effective support for young people disengaging from mainstream education. The Prince’s Trust. Retrieved from http://www.princes-trust.org.uk/pdf/whats-the-alternative-effective-support-for-young-people.pdf
- Thomson, P., & Pennacchia, J. (2015). Hugs and behaviour points: Alternative education and the regulation of ‘excluded’ youth. International Journal of Inclusive Education, 1–19. doi:10.1080/13603116.2015.1102340
- Thomson, P., & Russell, L. (2007). Mapping the provision of alternatives to school exclusion. York: Joseph Rowntree Foundation.
- Thomson, P., & Russell, L. (2009). Data, data everywhere – but not all the numbers that count? Mapping alternative provisions for students excluded from school. International Journal of Inclusive Education, 13, 423–438. doi:10.1080/13603110801983264
- Vincent, K., Harris, B., Thomson, P., & Toalster, R. (2007). Managed moves: Schools collaborating for collective gain. Emotional and Behavioural Difficulties, 12(4), 283–298. doi:10.1080/13632750701664277
- Wexler, P., Crichlow, W., Kern, J., & Martusewicz, R. (1992). Becoming somebody. Toward a social psychology of school. London: Falmer Press.
- Yin, R. (1994). Case study research. Design and methods. Sage: London.