Teachers' memories of disciplinary control strategies from their own school days |
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| Authors: | Renée DePalma Pedro Membiela Mercedes Suárez Pazos |
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| Institution: | 1. Faculdade de Ciencias de Educación , Universidade da Coru?a , Campus de Elvi?a, s/n 15071 A Coru?a, Spain;2. Facultade de Ciencias da Educación , University of Vigo , Campus Universitario As Lagoas s/n, 32004 Ourense, Spain |
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| Abstract: | This article provides a vision of school disciplinary strategies as provided by childhood school memories of practicing or unemployed teachers. This narrative approach allows us to understand the school and its daily routines and rituals from an insiders' point of view, drawing upon the double perspective teachers employ when reflecting on their own experience as school children. The results of the study demonstrate a wide range of disciplinary practices coinciding with a Foucauldian disciplinary structure – a system of micro‐penalty governing time, activity, behavior, speech, the body, and sexuality. Analyzing the systemic regulation of bodies in schools can uncover institutional meanings and make them available for questioning, perhaps even negotiation. Recognizing the ways in which teachers' roles are inextricably bound with the disciplinary power relations of their institutions can help alleviate frustration and burnout and help teachers make more informed pedagogical decisions. |
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| Keywords: | discipline school memories narrative methodology |
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