For example, repeat offenses to dress and punctuality regulations can result in a similar consequence to the breaking of safety regulations: suspension.
This indicates, according to Raby, that big rules 'are not always understood in the same way by all, despite the serious consequences of breaking them' Given that suspension is used disproportionately against male students and marginalized youths, Raby calls for educators and policy-makers to 'grapple with the mixed and sometimes clashing responsibilities of the school' when considering the creation and implementation of safety rules Chapter Four, 'The Rules and Their Underlying Beliefs', explores staff members' and school administrators' underlying beliefs about and goals for school rules through discipline.
Interestingly, discussions with teachers and school administrators about the purpose of rules and the reasons why students should follow them disturb the clear-cut distinctions often offered in the literature on discipline and student governance. An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.
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We never share your information and you can unsubscribe at any time. Rebecca Raby reflects on how regulations are made, applied, and negotiated in educational settings in the accessibly written School Rules. Read More. Read Less.
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Sell Today. Search New Textbooks Promotions New! The way in which class, ethnicity, gender and sexuality intersect with regard to school codes of conduct is attentively developed in chapters six and seven Author: Caroline Caron.
Date: Mar. From: Canadian Journal of Sociology Vol.
Publisher: Canadian Journal of Sociology. Document Type: Book review.
Length: 1, words.