Control as Care: How Teachers in "No Excuses" Charter Schools Position Their Students and Themselves. Issue 3 (2nd October 2018)

• Record Type: Journal Article
• Authors: Lopez Kershen, Julianna; Weiner, Jennie Miles; Torres, Chris
• Is Part Of: Equity & excellence in education. Volume 51:Issue 3/4(2018)
• Page Start: 265
• Page End: 283
• Publication Date: 2018-10-02
• Subjects: Educational equalization -- United States -- Periodicals; Segregation in education -- United States -- Periodicals; 379.260973
• DOI: 10.1080/10665684.2018.1539359
• Languages: English
• ISSNs: 1066-5684

Abstract

Abstract: This qualitative study focuses on how early career charter school teachers ( n = 20) in schools utilizing a "no excuses" discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of "what is best for them" and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers' understandings of care for their students as well as how teacher-student relationships develop.