What is missing in policy discourses about school exclusions?

References

• Alexiadou, N. (2005). Social exclusion, and educational opportunity: The case of British education policies within a European Union context. Globalisation, Societies & Education, 3(1), 101–125. https://doi.org/10.1080/14767720500046351
   Google Scholar
• Apple, M. W. (2004). Creating difference: Neo-liberalism, neo-conservatism and the politics of educational reform. Educational Policy, 18(1), 12–44. https://doi.org/10.1177/0895904803260022
   Web of Science ®Google Scholar
• Arnot, M., & Swartz, S. (2012). Youth citizenship and the politics of belonging: Introducing contexts, voices, imaginaries. Comparative Education, 48(1), 1–10. https://doi.org/10.1080/03050068.2011.637759
   Web of Science ®Google Scholar
• Bacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? Discourse: Studies in the Cultural Politics of Education, 21(1), 45–57. https://doi.org/10.1080/01596300050005493
   Google Scholar
• Bacchi, C., & Bonham, J. (2014). Reclaiming discursive practices as an analytic focus: Political implications. Foucault Studies, 17, 173–192. https://doi.org/10.22439/fs.v0i17.4298
   Google Scholar
• Baker, J. (2019, September 4). Kids banned from school: State to review suspension policies. Sydney Morning Herald, 32, 300. https://www.smh.com.au/education/32-300-kids-banned-from-school-state-to-review-suspension-policies-20190904-p52o0y.html
   Google Scholar
• Baker, J. (2022, February 19). Shorter, fewer school suspensions under controversial behaviour policy. The Sydney Morning Herald. https://www.smh.com.au/national/nsw/shorter-fewer-school-suspensions-under-controversial-behaviour-policy-20220218-p59xu4.html
   Google Scholar
• Baker-Smith, C. E. (2018). Suspensions suspended: Do changes to high school suspension policies change suspension rates? Peabody Journal of Education, 93(2), 190–206. https://doi.org/10.1080/0161956X.2018.1435043
   Google Scholar
• Ball, S. J. (2006). Education policy and social class: The selected works of Stephen J. Ball (Vol. 5). Routledge.
   Google Scholar
• Ball, S. J. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education, 36(3), 306–313. https://doi.org/10.1080/01596306.2015.1015279
   Web of Science ®Google Scholar
• Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059. https://doi.org/10.1177/1478210316664259
   Web of Science ®Google Scholar
• Barnes, N., Watson, S., & MacRae, S. (2023). The moral positioning of education policy publics: How social media is used to wedge an issue. Critical Studies in Education, 64(4), 337–354. https://doi.org/10.1080/17508487.2022.2153372
   Web of Science ®Google Scholar
• Baroutsis, A., & Lingard, R. (2023). Exploring education policy through newspapers and social media: The politics of mediatisation. Routledge.
   Google Scholar
• Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy Culture & Society, 24(1), 123–140. https://doi.org/10.1080/14681366.2015.1087044
   Web of Science ®Google Scholar
• Beaman, R., & Wheldall, K. (1997). Teacher perceptions of troublesome classroom behaviour: A review of recent research. Special Education Perspectives, 6(2), 49–55.
   Google Scholar
• Bingham, C., & Sidorkin, A. M. (2004). Manifesto of relational pedagogy: Meeting to learn, learning to meet. In C. Bingham & A. M. Sidorkin (Eds.), No education without relation (pp. 5–7). Peter Lang.
   Google Scholar
• Bowe, R., Ball, S. J., & Gold, A. (1992). Reforming education and changing schools: Case studies in policy sociology. Routledge.
   Google Scholar
• Brennan, M., Carusi, T., Clarke, M., Heck, D., Heimans, S., Reid, J.-A., & Singh, P. (2022). What has been ‘missing’ or ‘missed’ over the last 50 years in APJTE? Asia-Pacific Journal of Teacher Education, 50(3), 233–248. https://doi.org/10.1080/1359866X.2022.2078952
   Web of Science ®Google Scholar
• Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43). Lawrence Erlbaum Associates.
   Google Scholar
• Brown, W. (2015). Undoing the DEMOS: Neoliberalism’s stealth revolution. MIT Press.
   Google Scholar
• Camacho, K. A., Krezmien, M. P., Duchemin, A. P., Nickerson, A. T., Wallace, R. E., & Mulcahy, C. A. (2022). Out-of-school suspension and school discipline policies: Analyzing change over time in one state. Preventing School Failure: Alternative Education for Children & Youth, 68(1), 26–36. Advance online publication. https://doi.org/10.1080/1045988X.2022.2138252
   Google Scholar
• Connolly, H. (2020). The blame game. Commissioner for Children and Young People.
   Google Scholar
• Covell, K., Howe, R. B., & McNeil, J. K. (2010). Implementing children’s human rights education in schools. Improving Schools, 13(2), 117–132. https://doi.org/10.1177/1365480210378942
   Google Scholar
• Crawford, M. (2016). Supporting students with disability in NSW public schools: Department of education. Audit Office of New South Wales.
   Google Scholar
• Curran, F. C. (2017). The law, policy, and portrayal of zero tolerance school discipline: Examining prevalence and characteristics across levels of governance and school district. Educational Policy, 33(2), 319–349. https://doi.org/10.1177/0895904817691840
   Web of Science ®Google Scholar
• Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259. https://doi.org/10.1080/09518390701281751
   Google Scholar
• Diem, S., Young, M. D., Welton, A. D., Mansfield, K. C., & Lee, P.-L. (2014). The intellectual landscape of critical policy analysis. International Journal of Qualitative Studies in Education, 27(9), 1068–1090. https://doi.org/10.1080/09518398.2014.916007
   Google Scholar
• Donald, J. (1985). Beacons of the future: Schooling, subjection and subjectification. In V. Beechey & J. Donald (Eds.), Subjectivity and social relations: A reader (pp. 214–249). Open University Press.
   Google Scholar
• Done, E. J., & Andrews, M. J. (2020). How inclusion became exclusion: Policy, teachers and inclusive education. Journal of Education Policy, 35(4), 447–464. https://doi.org/10.1080/02680939.2018.1552763
   Web of Science ®Google Scholar
• Fellner, C., & Baker, J. (2022, February 10). ‘Furious’ teachers threaten to strike over changes to school suspension policies. The Sydney Morning Herald. https://www.smh.com.au/national/nsw/furious-teachers-threaten-to-strike-over-changes-to-school-suspension-policies-20220219-p59xxy.html
   Google Scholar
• Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. Routledge.
   Google Scholar
• Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings, 1972–1977. Knopf Doubleday Publishing Group.
   Google Scholar
• Furlong, V. J. (1991). Disaffected pupils: Reconstructing the sociological perspective. British Journal of Sociology of Education, 12(3), 293–307. https://doi.org/10.1080/0142569910120302
   Web of Science ®Google Scholar
• Garrison, M. J. (2018). Resurgent behaviorism and the rise of neoliberal schooling. In K. J. Saltman & A. J. Means (Eds.), The Wiley handbook of global educational reform (pp. 323–349). Wiley. https://doi.org/10.1002/9781119082316.ch16
   Google Scholar
• Gatto, J. T. (2001). The underground history of American education: A schoolteacher’s intimate investigation into the problem of modern schooling. Oxford Village Press.
   Google Scholar
• Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. Open University Press.
   Google Scholar
• Gillies, V. (2011). Social and emotional pedagogies: Critiquing the new orthodoxy of emotion in classroom behaviour management. British Journal of Sociology of Education, 32(2), 185–202. https://doi.org/10.1080/01425692.2011.547305
   Web of Science ®Google Scholar
• Graham, L. J. (2020). Questioning the impacts of legislative change on the use of exclusionary discipline in the context of broader system reforms: A Queensland case-study. International Journal of Inclusive Education, 24(14), 1473–1493. https://doi.org/10.1080/13603116.2018.1540668
   Web of Science ®Google Scholar
• Graham, L. J., Killingly, C., Laurens, K. R., & Sweller, N. (2022). Overrepresentation of indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: Is there a case for systemic inclusive school reform? Australian Educational Researcher, 50(2), 167–201. https://doi.org/10.1007/s13384-021-00504-1
   Web of Science ®Google Scholar
• Graham, L. J., McCarthy, T., Killingly, C., & Poed, S. (2020). Inquiry into suspension, exclusion and expulsion processes in South Australian government schools: Final report. Centre for Inclusive Education, Queensland University of Technology.
   Google Scholar
• Graham, L. J., Van Bergen, P., & Sweller, N. (2015). To educate you to be smart’: Disaffected students and the purpose of school in the (not so clever) ‘lucky country. Journal of Education Policy, 30(2), 237–257. https://doi.org/10.1080/02680939.2014.953596
   Web of Science ®Google Scholar
• Grayson, K. (2010). Dissidence, Richard K. Ashley, and the politics of silence. Review of International Studies, 36(4), 1005–1019. https://doi.org/10.1017/S0260210510001415
   Web of Science ®Google Scholar
• Gulson, K., & Symes, C. (2007). Knowing one’s place: Space, theory, education. Critical Studies in Education, 48(1), 97–110. https://doi.org/10.1080/17508480601123750
   Google Scholar
• Heffernan, A., Bright, D., Kim, M., Longmuir, F., & Magyar, B. (2022). ‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession. Australian Journal of Education, 66(2), 196–209. https://doi.org/10.1177/00049441221086654
   Web of Science ®Google Scholar
• Hemphill, S. A., Broderick, D. J., & Heerde, J. A. (2017). Positive associations between school suspension and student problem behaviour: Recent Australian findings (Trends and Issues in Crime and Criminal Justice No. 531). Australian Institute of Criminology.
   Google Scholar
• Hemphill, S. A., Kotevski, A., Herrenkohl, T. I., Smith, R., Toumbourou, J. W., & Catalano, R. F. (2013). Does school suspension affect subsequent youth non-violent antisocial behaviour? A longitudinal study of students in Victoria, Australia and Washington State, United States. Australian Journal of Psychology, 65(4), 236–249. https://doi.org/10.1111/ajpy.12026
   PubMed Web of Science ®Google Scholar
• Hemphill, S. A., & Schneider, S. (2013). Excluding students from school: A re-examination from a children’s rights perspective. International Journal of Children’s Rights, 21(1), 88–96. https://doi.org/10.1163/15718182-55680008
   Google Scholar
• Hickey, A., Riddle, S., Robinson, J., Down, B., Hattam, R., & Wrench, A. (2022). Relational pedagogy and the policy failure of contemporary Australian schooling: Activist teaching and pedagogically driven reform. Journal of Educational Administration and History, 54(3), 291–305. https://doi.org/10.1080/00220620.2021.1872508
   Web of Science ®Google Scholar
• Hoffman, S. (2014). Zero benefit: Estimating the effect of zero tolerance discipline polices on racial disparities in school discipline. Educational Policy, 28(1), 69–95. https://doi.org/10.1177/0895904812453999
   Web of Science ®Google Scholar
• Johnson, B., & Sullivan, A. (2016). Understanding and challenging dominant discourses about student behaviour at school. In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Challenging dominant views on student behaviour at school (pp. 27–43). Springer.
   Google Scholar
• Kennedy, B. L., & Soutullo, O. R. (2018). ‘We can’t fix that’: Deficit thinking and the exoneration of educator responsibility for teaching students placed at a disciplinary alternative school. The Journal of At-Risk Issues, 21(1), 11–23.
   Google Scholar
• Kenway, J., & Youdell, D. (2011). The emotional geographies of education: Beginning a conversation. Emotion, Space and Society, 4(3), 131–136. https://doi.org/10.1016/j.emospa.2011.07.001
   Google Scholar
• Knestrict, T. D. (2019). Controlling our children: Hegemony and deconstructing the positive behavioral intervention support model. Peter Lang.
   Google Scholar
• Levitas, R. A. (1998). The inclusive society? Social exclusion and new labour. Macmillan.
   Google Scholar
• Levitas, R. A., Pantazis, C., Fahmy, E., Gordon, D., Lloyd, E., & Patsios, D. (2007). The multi-dimensional analysis of social exclusion. University of Bristol.
   Google Scholar
• Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. Routledge.
   Google Scholar
• Losen, D. J. (2014). Closing the school discipline gap: Equitable remedies for excessive exclusion. Teachers College Press.
   Google Scholar
• MacKenzie, L. (1998). A pedagogy of respect: Teaching as an ally of working-class college students. In A. Shepard, J. McMillan, & G. Tate (Eds.), Coming to class: Pedagogy and the social class of teachers (pp. 94–117). Boynton/Cook Publishers.
   Google Scholar
• Macrae, S., Maguire, M. E. G., & Milbourne, L. (2003). Social exclusion: Exclusion from school. International Journal of Inclusive Education, 7(2), 89–101. https://doi.org/10.1080/13603110304785
   Google Scholar
• Manolev, J., Sullivan, A., & Slee, R. (2019). The datafication of discipline: ClassDojo, surveillance and a performative classroom culture. Learning, Media and Technology, 44(1), 36–51. https://doi.org/10.1080/17439884.2018.1558237
   Web of Science ®Google Scholar
• McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140–1159. https://doi.org/10.1002/berj.3555
   Web of Science ®Google Scholar
• McMillan, J. (2017). NSW ombudsman inquiry into behaviour management in schools. Ombudsman of New South Wales.
   Google Scholar
• Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: What’s equity go to do with it? Emotional & Behavioural Difficulties, 27(3), 185–198. https://doi.org/10.1080/13632752.2022.2092273
   Web of Science ®Google Scholar
• Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22, 114–128. https://doi.org/10.1016/j.edurev.2017.08.001
   Web of Science ®Google Scholar
• Nemer, S. L., Sutherland, K. S., Chow, J. C., & Kunemund, R. L. (2019). A systematic literature review identifying dimensions of teacher attributions for challenging student behavior. Education & Treatment of Children, 42(4), 557–578. https://doi.org/10.1353/etc.2019.0026
   Web of Science ®Google Scholar
• NSW Department of Education. (2021a). A new Student behaviour strategy: Public consultation outcomes. https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/Public_Consultation_Outcomes_Report.pdf
   Google Scholar
• NSW Department of Education. (2021b). Student Behaviour Strategy. https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/Student_Behaviour_Strategy_March_2021.pdf
   Google Scholar
• NSW Government. (2023, August 24). New Student Behaviour Policy to Address Disruptive Classrooms Available from Next Term [Media Release]. https://www.nsw.gov.au/media-releases/new-student-behaviour-policy
   Google Scholar
• NSW Legislative Council Portfolio Committee No. 3. (2017). Education of students with a disability or special needs in New South Wales (Report No. 37).
   Google Scholar
• Otsui, K., Niwayama, K., Ohkubo, K., Tanaka, Y., & Noda, W. (2022). Introduction and development of school-wide positive behavioural support in Japan. International Journal of Positive Behavioural Support, 12(2), 19–28.
   Google Scholar
• Oxley, L. (2023). Identifying the barriers to alternative approaches for behaviour management in schools. The Psychology of Education Review, 47(1), 71–78. https://doi.org/10.53841/bpsper.2023.47.1.71
   Google Scholar
• Pearce, N., Cross, D., Epstein, M., Johnstone, R., & Legge, E. (2019). Strengthening school and system capacity to implement effective interventions to support student behaviour and wellbeing in NSW public schools: An evidence review. Telethon Kids Institute.
   Google Scholar
• Popkewitz, T. S. (1987). Critical studies in teacher education: Its folklore, theory and practice. Falmer Press.
   Google Scholar
• Power, S., & Taylor, C. (2021). School exclusions in Wales: Policy discourse and policy enactment. Emotional & Behavioural Difficulties, 26(1), 19–30. https://doi.org/10.1080/13632752.2021.1898761
   Web of Science ®Google Scholar
• Quennerstedt, A. (2015). Education and children’s rights. In W. Vandenhole, E. Desmet, D. Reynaert, & S. Lembrechts (Eds.), Routledge international handbook of children’s rights studies (pp. 201–215). Taylor and Francis. https://doi.org/10.4324/9781315769530
   Google Scholar
• Rhodes, C., Pullen, A., & McEwen, C. (2023, January 24). It’s not all about gender or ethnicity: A blind spot in diversity programs is holding us back. The Conversation. https://theconversation.com/its-not-all-about-gender-or-ethnicity-a-blind-spot-in-diversity-programs-is-holding-equality-back-198237
   Google Scholar
• Rudduck, J. (2002). The sera lecture 2002: The transformative potential of consulting young people about teaching, learning and schooling. Scottish Educational Review, 34(2), 123–137. https://doi.org/10.1163/27730840-03402004
   Google Scholar
• Shor, I. (1980). Critical teaching and everyday life. University of Chicago Press.
   Google Scholar
• Sinclair, A. (1996). Leadership in administration: Rediscovering a lost discourse. In P. Weller & G. Davies (Eds.), New ideas, better government (pp. 229–244). Allen & Unwin.
   Google Scholar
• Skiba, R. J., Arredondo, M. I., Gray, C., & Rausch, M. K. (2016). What do we know about discipline disparities? New and emerging research. In R. J. Skiba, K. Mediratta, & M. K. Rausch (Eds.), Inequality in school discipline: Research and practice to reduce disparities (pp. 21–38). Palgrave Macmillan.
   Google Scholar
• Slee, R. (1995). Changing theories and practices of discipline. Falmer Press.
   Google Scholar
• Slee, R. (2015). Beyond a psychology of student behaviour. Emotional & Behavioural Difficulties, 20(1), 3–19. https://doi.org/10.1080/13632752.2014.947100
   Web of Science ®Google Scholar
• Slee, R. (2016). Goodbye mr chips, hello dr Phil? In A. Sullivan, B. Johnson, & B. Lucas (Eds.), Challenging dominant views on student behaviour at school (pp. 63–76). Springer.
   Google Scholar
• Smyth, J., Down, B., & McInerney, P. (2010). ‘Hanging in with kids’ in tough times: Engagement in contexts of educational disadvantage in the relational school. Peter Lang.
   Google Scholar
• Sullivan, A., Johnson, B., & Lucas, B. (Eds.). (2016). Challenging dominant views on student behaviour at school: Answering back. Springer.
   Google Scholar
• Sullivan, A., Tippett, N., Johnson, B., & Manolev, J. (2020). Understanding disproportionality and school exclusions. University of South Australia.
   Google Scholar
• Swadener, B. B. (1995). Children and families ‘at promise’: Deconstructing the discourse of risk. In B. B. Swadener & S. Lubeck (Eds.), Children and families ‘at promise’: Deconstructing the discourse of risk (pp. 17–49). State University of New York Press.
   Google Scholar
• Tawell, A., & McCluskey, G. (2022). Utilising Bacchi’s what’s the problem represented to be? (WPR) approach to analyse national school exclusion policy in England and Scotland: A worked example. International Journal of Research & Method in Education, 45(2), 137–149. https://doi.org/10.1080/1743727X.2021.1976750
   Web of Science ®Google Scholar
• te Riele, K. (2006). Youth ‘at risk’: Further marginalizing the marginalized? Journal of Education Policy, 21(2), 129–145. https://doi.org/10.1080/02680930500499968
   Web of Science ®Google Scholar
• United Nations. (1989). Convention on the Rights of the Child. https://humanrights.gov.au/our-work/childrens-rights/convention-rights-child
   Google Scholar
• Valdebenito, S., Eisner, M., Farrington, D. P., Ttofi, M. M., & Sutherland, A. (2018). School-based interventions for reducing disciplinary school exclusion: A systematic review. Campbell Systematic Reviews, 14(1), i–216. https://doi.org/10.4073/csr.2018.1
   PubMedGoogle Scholar
• Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.
   Google Scholar
• Veit-Wilson, J. (1998). Setting adequacy standards: How governments define minimum incomes. Policy Press.
   Google Scholar
• Weeden, C. (1987). Feminist practice and poststructuralist theory. Basil Blackwell.
   Google Scholar
• Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582
   Web of Science ®Google Scholar
• Wetherell, M. (2012). Affect and emotion: A new social science understanding. Sage.
   Google Scholar
• Wilkins, A. (2013). Libertarian paternalism: Policy and everyday translations of the rational and the emotional. Critical Policy Studies, 7(4), 395–406. https://doi.org/10.1080/19460171.2013.784622
   Google Scholar
• Wilkins, A. (2023). Mapping the field: Education policy research and theory. In A. Wilkins (Ed.), Policy foundations of education (pp. 9–32). Bloomsbury.
   Google Scholar
• Wooffitt, R. (2005). Conversation analysis and discourse analysis: A comparative introduction. Sage.
   Google Scholar
• Wrigley, T. (2019). The problem of reductionism in educational theory: Complexity, causality, values. Power & Education, 11(2), 145–162. https://doi.org/10.1177/1757743819845121
   Web of Science ®Google Scholar
• Zembylas, M. (2021). Adorno on democratic pedagogy and the education of emotions: Pedagogical insights for resisting right-wing extremism. Policy Futures in Education, 19(7), 809–825. https://doi.org/10.1177/1478210320985378
   Web of Science ®Google Scholar