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Disrupting Schools: The Institutional Conditions of Disordered Behaviour represents an applied sociological address to the intractable patterns of educational exclusion of students diagnosed with "emotional and behavioural disorders." Starting with the finding that these students commonly share educational trajectories signposted by critical incidents and alienation, this book seeks a scientific solution to this problem via a more reflexive way of understanding these students' practices in situ-in order to avoid critical incidents and foster inclusion. Pursuing this logic, Disrupting Schools uses Bourdieu's theorising of practice and Sacks' Membership Categorisation Analysis and Conversation Analysis to prise open the epistemological dynamics of exclusion by forensically dissecting an incident of classroom violence leading to exclusion. This produces the discovery that institutional conditions operating within teacher-student interactions ensure, via psychologically informed knowledge construction practices, the non-conscious substitution of reflexive understanding for a symbolic violence that underwrites both critical incidents and exclusion. The discovery unlocks the possibility of systemic inclusion based on a consciously controlled reflexive understanding suggested by these findings.
" Disrupting Schools brings new insight to the significance of reflexive practice and educational inclusion. A timely contribution, this book shows 'symbolic violence, misrecognition and exclusion as operating at the level of the interaction order through everyday language-based categorisation practices' (Rod Kippax). Disrupting Schools brings us face-to-face with more than a critical incident in a classroom where a young male student was excluded from school. We encounter in this book the complexities of symbolic violence, misrecognition, and the challenges of reflexivity in what strives to be, with all good intentions, an inclusive specialist setting. This is an important new book that systematically analyses the myriad challenges of reflexivity in inclusive education." -Valerie Harwood, Professor of Sociology and Anthropology of Education at the University of Sydney