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ERIC Number: EJ1433863
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: EISSN-1464-5173
Continual Disobedience: A Term Perpetuating Exclusive Practices in Schools
Vijaya Dharan; Nicole Mincher
International Journal of Inclusive Education, v28 n10 p2251-2264 2024
Schools in New Zealand (NZ) have a range of disciplinary options when dealing with challenging behaviours, one of which is excluding students by way of stand-downs, suspensions, exclusions or expulsions. Following marginal downward trend from 2006 to 2015, the numbers of stand-downs and suspensions have been on the rise again since 2016 despite well-established evidence of strong links between poor academic achievement, educational exclusions and youth justice encounters. One of the key reasons cited by schools for excluding students in New Zealand is for continual disobedience (CD). According to the NZ Ministry of Education Guidelines to schools, behaviours must be persistent and set a harmful or dangerous example to other students to meet the criteria for CD, and it is up to schools to interpret these guidelines. This paper reports the findings from a national study in New Zealand, that sought to understand how the category of CD was interpreted in high schools and the type of behaviours they associated with this category. The findings highlighted the need to question the existence of this category (CD) in the guidelines, as it provides a carte blanche to schools to exclude students.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A