Psihologija 2016 Volume 49, Issue 4, Pages: 447-468
https://doi.org/10.2298/PSI1604447S
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When disruptive behavior meets outcome-based education
Szulevicz Thomas (Aalborg University, Aalborg, Denmark)
Eckerdal Rebekka Mai (Aalborg University, Aalborg, Denmark)
Marsico Giuseppina (Aalborg University, Aalborg, Denmark + University of Salerno, Salerno, Italy)
Vaalsiner Jaan (Aalborg University, Aalborg, Denmark)
Disruptive behavior is a major concern for most educational systems. Schools
often respond to disruptive students with exclusionary and punitive
approaches that have limited effect or value. Moreover, recent neoliberal
trends with increased focus on student learning outcome change the attitudes
towards disruptive student behavior and also narrow down and homogenize the
range of what is considered as “acceptable student behavior”. In this article
we discuss the interrelationship between an outcome-based, neoliberal school
approach and notions of disruptive behavior. We claim that the outcome-based
and neoliberal approach to education basically promotes an un-educational way
of thinking about education that also has a huge influence on perceptions of
and tolerance towards all kinds of disruptions in schools - whether they come
from students, parents, teachers or researchers.
Keywords: Disruptive behavior, neoliberal school reforms, standardization, educational processes