The institutional limits to, and possibility of, understanding young people diagnosed with 'mental disorders', within inclusive teacher-student relationships

Kippax, Rodney A. (2013) The institutional limits to, and possibility of, understanding young people diagnosed with 'mental disorders', within inclusive teacher-student relationships. PhD thesis, Queensland University of Technology.

Abstract

A persistent pattern of exclusion of young people with ‘mental disorders’ from school systems, despite the best intentions of schools and teachers, has prompted a call for a more reflexive understanding of their behaviours. This thesis, by describing how institutionally recognised ways of understanding can result in otherwise avoidable moral collisions and exclusion, produces new insights into the nature and processes of understanding required to promote inclusion. These insights were produced through an intensive qualitative examination of a violent classroom episode, identifying key points in the interaction that could make the difference between misrecognition and recognition, turning exclusion into inclusion.

Impact and interest:

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Full-text downloads:

196 since deposited on 23 Aug 2013
30 in the past twelve months

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ID Code: 62023
Item Type: QUT Thesis (PhD)
Supervisor: Adkins, Barbara & Brough, Mark
Keywords: young people, mental disorder, inclusion, secondary school, Bourdieu, conversation analysis, membership categorisation analysis, reflexivity, alternative schooling, teacher-student relationships
Divisions: Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
Institution: Queensland University of Technology
Deposited On: 23 Aug 2013 06:42
Last Modified: 03 Sep 2015 04:55

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