The adolescent school pupil, psycho-social theory and practice, and the construction of a pedagogy of discipline in Britain, 1911-1989
This thesis argues that ideas about adolescence, and the types of discipline that this age-group required, evolved considerably across twentieth-century Britain; with schools functioning as key sites, and teachers as principal agents, for fashioning and disseminating these. I argue, in particular, that the period was characterised by the emergence of what I term a 'pedagogy of discipline', in which teachers came to view discipline as bound together with the fabric of the school itself and its relations with the wider community. This was achieved in several ways. Firstly, through the ideas circulating around adolescence, beginning with the publication of the first British text to popularise the study of the life-stage in 1911. Secondly, through the shifting balance between sociological, psychological and the psycho-social models for understanding adolescents and their needs in school. And finally, through the way in which the landscape beyond the classroom was mobilised - or failed to be mobilised - in debates over why adolescents behaved in the way that they did. However, I contend that the emphases on these different strands shifted over the course of the period. The early-twentieth-century and inter-war
Burchell, Andrew David
LC Special aspects of education
The adolescent school pupil, psycho-social theory and practice, and the construction of a pedagogy of discipline in Britain, 1911-1989. This thesis argues that ideas about adolescence, and the types of discipline that this age-group required, evolved considerably across twentieth-century Britain; with schools functioning as key sites, and teachers as principal agents, for fashioning and disseminating these. I argue, in particular, that the period was characterised by the emergence of what I term a 'pedagogy of discipline', in which teachers came to view discipline as bound together with the fabric of the school itself and its relations with the wider community. This was achieved in several ways. Firstly, through the ideas circulating around adolescence, beginning with the publication of the first British text to popularise the study of the life-stage in 1911. Secondly, through the shifting balance between sociological, psychological and the psycho-social models for understanding adolescents and their needs in school. And finally, through the way in which the landscape beyond the classroom was mobilised - or failed to be mobilised - in debates over why adolescents behaved in the way that they did. However, I contend that the emphases on these different strands shifted over the course of the period. The early-twentieth-century and inter-war
adolescent school pupil psycho social theory_practice construction pedagogy discipline britain argues idea adolescence type discipline age_group require evolve considerably across twentieth_century britain school function key_site teacher principal agent fashion disseminate these argue particular period_characterise emergence term pedagogy discipline teacher come view discipline bound_together fabric school relation_wider community achieve several way firstly idea circulate around adolescence begin publication first british text popularise study life stage secondly shift balance sociological psychological psycho social model adolescent needs school finally way landscape beyond classroom mobilise fail mobilised debate adolescent behave way however contend different strand shift course period early twentieth_century inter_war