Advertisement

Tameness at School

  • Rob CreasyEmail author
  • Fiona Corby
Chapter

Abstract

School is a major site for reinforcing a view of children as becomings and for the taming of childhood. Although schools promote the idea of developing individual character, many of their policies act to restrict it, and view children as objects to be processed. Children are expected to dress in a uniform manner and behave in a uniform manner. School spaces, such as playgrounds, are controlled to varying degrees in ways which restrict what children can do, sometimes for ostensibly safety reasons, and sometimes for the purposes of managing the school. Testing and accountability contribute to the ways in which children are subject to datafication, within a system whereby children are valued for what they contribute to the school.

Keywords

Uniform Spaces Playgrounds Testing Accountability Datafication 

References

  1. Archard, D. 2015. Children: Rights and Childhood. London: Routledge.CrossRefGoogle Scholar
  2. Ball, S. J. 2016. Neoliberal Education? Confronting the Slouching Beast. Policy Futures in Education, 14, 13.CrossRefGoogle Scholar
  3. Bánovcanová, Z., & Masaryková, D. 2014. The Docile Body—Reflecting the School. Journal of Pedagogy, 5, 251–264.CrossRefGoogle Scholar
  4. Baumann, C., & Krskova, H. 2016. School Discipline, School Uniforms and Academic Performance. International Journal of Educational Management, 30, 1003–1029.Google Scholar
  5. Beer, D. 2016. Metric Power. New York: Palgrave Macmillan.CrossRefGoogle Scholar
  6. Biesta, G. J. J. 2009. Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education. Educational Assessment, Evaluation & Accountability, 21, 33–46.CrossRefGoogle Scholar
  7. Biesta, G. J. J. 2013. The Beautiful Risk of Education. Boulder, CO: Paradigm Publishers.Google Scholar
  8. Blatchford, P. 1989. Playtime in the Primary School: Problems and Improvements. Windsor: NFER-Nelson.Google Scholar
  9. Booth, S. 2018. School Chat Ban for Kids in Corridors at Archway Academy. Camden New Journal.Google Scholar
  10. Bowles, S., & Gintis, H. 2011. Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. Chicago, IL: Haymarket.Google Scholar
  11. Brew, A. 2001. The Nature of Research: Inquiry in Academic Contexts. London: Routledge.CrossRefGoogle Scholar
  12. Brogaard Clausen, S. 2015. Schoolification or Early Years Democracy? A Cross-Curricular Perspective from Denmark and England. Contemporary Issues in Early Childhood, 16, 355–373.CrossRefGoogle Scholar
  13. Brogaard Clausen, S., Guimaraes, S., Howe, S., & Cottle, M. 2015. Assessment of Young Children on Entry to School: Informative, Formative or Performative? International Journal for Cross-Disciplinary Subjects in Education, 6, 5.CrossRefGoogle Scholar
  14. Broström, S. 2017. A Dynamic Learning Concept in Early Years’ Education: A Possible Way to Prevent Schoolification. International Journal of Early Years Education, 25, 3–15.CrossRefGoogle Scholar
  15. Brunsma, D. L., & Rockquemore, K. A. 2003. Statistics, Sound Bites, and School Uniforms: A Reply to Bodine. The Journal of Educational Research, 97, 72–77.CrossRefGoogle Scholar
  16. Buzzelli, C. A. 2015. The Capabilities Approach: Rethinking Agency, Freedom, and Capital in Early Education. Contemporary Issues in Early Childhood, 16, 203–213.CrossRefGoogle Scholar
  17. Clapham, A. 2015. Producing the Docile Body: Analysing Local Area Under-Performance Inspection (LAUI). Cambridge Journal of Education, 45, 265–280.CrossRefGoogle Scholar
  18. Clow, D. 2013. An Overview of Learning Analytics. Teaching in Higher Education, 18, 683–695.CrossRefGoogle Scholar
  19. Cole, M. 1988. Bowles and Gintis Revisited: Correspondence and Contradiction in Educational Theory. London: Falmer Press.Google Scholar
  20. Creasy, R. 2018. The Taming of Education. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  21. Cribbie, R. A. 2017. Multiplicity Control, School Uniforms, and Other Perplexing Debates. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 49, 159.CrossRefGoogle Scholar
  22. Dahlberg, G. 2011. Policies in Early Childhood Education and Care: Potentialities for Agency, Play and Learning. In: Corsaro, W. A., Qvortrup, J., & Honig, M.-S. (eds.), The Palgrave Handbook of Childhood Studies. Basingstoke: Palgrave Macmillan.Google Scholar
  23. Deane, S. 2015. Dressing Diversity: Politics of Difference and the Case of School Uniforms. Philosophical Studies in Education, 46, 111–120.Google Scholar
  24. Divers, A. 2017. Inculcating Agency. Childhood & Philosophy, 13, 253–270.Google Scholar
  25. Dorn, S., & Ydesen, C. 2014. Towards a Comparative and International History of School Testing and Accountability. Education Policy Analysis Archives, 22, 1–11.Google Scholar
  26. Foucault, M. 1979. Discipline and Punish: The Birth of the Prison. Harmondsworth: Penguin.Google Scholar
  27. Gill, T. 2007. No Fear: Growing Up in a Risk Averse Society. London: Calouste Gulbenkian Foundation.Google Scholar
  28. Hackett, J. 2015. Top 10 Worst Health and Safety Myths. Manager: British Journal of Administrative Management, 2nd Quarter, 22–23, 2p.Google Scholar
  29. Hardy, I. 2015. A Logic of Enumeration: The Nature and Effects of National Literacy and Numeracy Testing in Australia. Journal of Education Policy, 30, 335–362.CrossRefGoogle Scholar
  30. Hargreaves, A. 2003. Teaching in the Knowledge Society: Education in the Age of Insecurity. New York: Teachers College Press.Google Scholar
  31. Harper, N. J. 2017. Outdoor Risky Play and Healthy Child Development in the Shadow of the “Risk Society”: A Forest and Nature School Perspective. Child & Youth Services, 38, 318–334.CrossRefGoogle Scholar
  32. Hartog, J., & Oosterbeek, H. 2007. What Should You Know About the Private Returns to Education? In: Hartog, J., & Maassen Van Den Brink, H. (eds.), Human Capital: Advances in Theory and Evidence. Cambridge: Cambridge University Press.Google Scholar
  33. Hyndman, B. P., & Telford, A. 2015. Should Educators Be “Wrapping School Playgrounds in Cotton Wool” to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground. Australian Journal of Teacher Education, 40, 4.Google Scholar
  34. Jarram, M., & Pittam, D. 2017. 71 Students Put in Isolation for Wearing the Wrong Uniform on School’s First Day of Term (Online). Available http://www.nottinghampost.com/news/nottingham-news/71-students-put-isolation-wearing-437316. Accessed 12 January 2018.
  35. Koshy, V., Pinheiro-Torres, C., & Portman-Smith, C. 2012. The Landscape of Gifted and Talented Education in England and Wales: How Are Teachers Implementing Policy? Research Papers in Education, 27, 167–186.CrossRefGoogle Scholar
  36. Lavigueur, N. 2014. The Wrong Trousers: Parents Angry After Pupils Put in Isolation at Colne Valley High School on First Day Back for ‘Incorrect Trousers’ (Online). Available http://www.examiner.co.uk/news/west-yorkshire-news/wrong-trousers-parents-angry-after-7708277. Accessed 12 January 2018.
  37. Lupton, D. 2016. The Quantified Self. Cambridge: Polity Press.Google Scholar
  38. Lupton, D., & Williamson, B. 2017. The Datafied Child: The Dataveillance of Children and Implications for Their Rights. New Media & Society, 19, 780–794.CrossRefGoogle Scholar
  39. Macfarlane, B. 2017. Freedom to Learn: The Threat to Student Academic Freedom and Why It Needs to Be Reclaimed. Abingdon: Routledge.CrossRefGoogle Scholar
  40. Michaela. 2018. RE: Michaela Behaviour Policy.Google Scholar
  41. Mulryan-Kyne, C. 2014. The School Playground Experience: Opportunities and Challenges for Children and School Staff. Educational Studies, 40, 377–395.CrossRefGoogle Scholar
  42. Murray, J. 2017. Young Children are Human Beings. International Journal of Early Years Education, 25, 1–2.CrossRefGoogle Scholar
  43. Ofsted. 2014. Below the Radar: Low-Level Disruption in the Country’s Classrooms. London: Ofsted.Google Scholar
  44. Ofsted, & Spielman, A. 2017. Amanda Spielman’s Speech at the ASCL Annual Conference (Online). HM Government. Available https://www.gov.uk/government/speeches/amanda-spielmans-speech-at-the-ascl-annual-conference. Accessed 24 March 2017.
  45. Ofsted, & Spielman, A. 2018. Amanda Spielman Speech to the Schools NorthEast Summit (Online). London: Ofsted. Available https://www.gov.uk/government/speeches/amanda-spielman-speech-to-the-schools-northeast-summit. Accessed 18 October 2018.
  46. Phillips, J. 2017. Pupils Banned from Cheltenham Bournside School for Wearing Wrong Trousers (Online). Available http://www.gloucestershirelive.co.uk/news/cheltenham-news/pupils-banned-cheltenham-bournside-school-432153. Accessed 12 January 2017.
  47. Pike, J. 2008. Foucault, Space and Primary School Dining Rooms. Children’s Geographies, 6, 413–422.CrossRefGoogle Scholar
  48. Pike, J., & Kelly, P. 2014. The Moral Geographies of Children, Young People and Food: Beyond Jamie’s School Dinners. Basingstoke: Palgrave Macmillan.Google Scholar
  49. Postman, N. 1994. The Disappearance of Childhood. New York: Vintage.Google Scholar
  50. Preece, A. 2018. ‘Prison-Like’ School Tells Pupils to Walk Between Classes in Silence at Ninestiles, An Academy. Birmingham Live.Google Scholar
  51. Pring, R. 2004. Philosophy of Education: Aims, Theory, Common Sense and Research. London: Continuum.Google Scholar
  52. Radnor, H., Koshy, V., & Taylor, A. 2007. Gifts, Talents and Meritocracy. Journal of Education Policy, 22, 283–299.CrossRefGoogle Scholar
  53. Richards, C. 2012. Playing Under Surveillance: Gender, Performance and the Conduct of the Self in a Primary School Playground. British Journal of Sociology of Education, 33, 373–390.CrossRefGoogle Scholar
  54. Roberts-Holmes, G. 2015. The ‘Datafication’ of Early Years Pedagogy: ‘If the Teaching Is Good, the Data Should Be Good and If There’s Bad Teaching, There Is Bad Data’. Journal of Education Policy, 30, 302–315.CrossRefGoogle Scholar
  55. Roberts-Holmes, G., & Bradbury, A. 2016. Governance, Accountability and the Datafication of Early Years Education in England. British Educational Research Journal, 42, 600–613.CrossRefGoogle Scholar
  56. Schouten, L. 2015. Ban on ‘Tag’: Are School Children Getting the Right Playtime? Christian Science Monitor.Google Scholar
  57. Sharma-Stray, L., & Creasy, R. 2013. Children as Playtime Monitors: What It Means for the Monitor. Pastoral Care in Education, 31, 229–239.CrossRefGoogle Scholar
  58. Star, T. 2009. Children Sent Home from School for Wearing Wrong Trousers (Online). Sheffield. Available https://www.thestar.co.uk/whats-on/out-and-about/children-sent-home-from-school-for-wearing-wrong-trousers-1-297085. Accessed 12 January 2018.
  59. Stephenson, K. 2016. “It’s Not for the Sake of a Ribboned Coat”: A History of British School Uniform. University of York.Google Scholar
  60. Stevenson, H. 2017. The “Datafication” of Teaching: Can Teachers Speak Back to the Numbers? Peabody Journal of Education, 92, 537–557.  https://doi.org/10.1080/0161956X.2017.1349492.CrossRefGoogle Scholar
  61. Stewart, W. 2006. New Register for the Gifted and Talented. TES: Times Educational Supplement.Google Scholar
  62. Telegraph. 2018. Pupils Banned from Talking While Walking Between Lessons Under Headteacher’s Silence Policy. Daily Telegraph.Google Scholar
  63. Thomson, S. 2003. A Well-Equipped Hamster Cage: The Rationalisation of Primary School Playtime. Education 3–13, 31, 54–59.CrossRefGoogle Scholar
  64. Thomson, S. 2007. Do’s and Don’ts: Children’s Experiences of the Primary School Playground. Environmental Education Research, 13, 487–500.CrossRefGoogle Scholar
  65. Truelove, S. 2018. Croydon School Bans Pupils from Talking in Corridors and Says It Has Transformed Behaviour. Croydon Advertiser.Google Scholar
  66. Wheway, R. 2008. Not a Risk Averse Society: Fair Play for Children. 2nd ed. Bognor Regis: Fair Play for Children.Google Scholar
  67. Wilson, A., Watson, C., Thompson, T. L., Drew, V., & Doyle, S. 2017. Learning Analytics: Challenges and Limitations. Teaching in Higher Education, 22, 991–1007.CrossRefGoogle Scholar
  68. Wrigley, T. 2009. Rethinking Education in the Era of Globalization. In: Hill, D. (ed.), Contesting Neo-Liberal Education: Public Resistance and Collective Advance. Abingdon: Routledge.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of Psychological and Social SciencesYork St John UniversityYorkUK
  2. 2.School of Social Sciences, Humanities and LawTeesside UniversityMiddlesbroughUK

Personalised recommendations