Abstract
This chapter outlines the impact of the neoliberal paradigm on how UK schools experience surveillance and implement their security and disciplinary procedures. Marketization leading to audit culture and datafication and harsh disciplinary cultures characterize the scene, with a particular impact on Black and Muslim students. Teaching to the test, teacher stress, and increases in both official and unofficial permanent exclusions abound. However, it is argued that there is some hope for the future of education—structurally, within the Equality Act 2010, through student resistance, drawing on their digital capital, through holistic, restorative approaches to behaviour management, and through the teacher practice of ‘critical bureaucracy’ (Carlile 2012).
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Carlile, A. (2018). School Surveillance, Control, and Resistance in the United Kingdom. In: Deakin, J., Taylor, E., Kupchik, A. (eds) The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71559-9_2
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