School Discipline and Surveillance: Developments in Australia and Aotearoa/New Zealand

The effect of workplace bullying on fatigue in school teachers: the moderating roles of gender and spirituality

“…The literature has illustrated that females are more likely to become victims of workplace bullying compared to males [ 23 ]. This was also documented among schoolteachers [ 25 ]. The existence of this gender difference can be attributed to the social dominance theory which states that in a society where power hierarchies exist, social groups will dominate other groups: the dominant groups preserve their power by enforcing diverse forms of oppression on the less fortunate groups [ 26 ].…”

“…More specifically, it was documented that females are more likely to become victims of workplace bullying compared to males. In a study among secondary school teachers, results showed that women teachers reported more exposure to workplace bullying from all staff sources compared to men, with an average of 94 incidents for the sample of women teachers within a year as compared with 81 incidents for men teachers [ 25 ]. The existence of this gender difference can be attributed to the social dominance theory which states that in a society where power hierarchies exist, social groups will dominate other groups i.e some groups based on specified expectations and social norms will be more advantageous, have access to resources and possess an increased social standing in the society [ 26 ].…”

The Datafication of Education

“…demanded of a disciplinary system than coercive compliance techniques associated with external regulation, and the taken for granted uncritical acceptance of discipline as a synonym for control. If it is not, schools risk failing to develop in students the skills and qualities necessary for their future success as ethical, successful twenty-first-century citizensskills such as participation, critical thinking, creativity, inclusiveness and a sense of fairness (Taylor and Kearney 2018).…”

“…We argue that ClassDojo is a school-based technology of surveillance encouraging teachers to enact disciplinary practices underpinned by behaviourist principles that require intensified monitoring of students (Watters 2017a;Williamson 2017a). Moreover, we contend that ClassDojo's application in schools is part of, and contributing to, the expansion of established surveillance trajectories within contemporary education (Taylor and Kearney 2018). Behaviourism, in simple terms, is a behavioural learning theory that promotes the use of rewards and punishments to modify behaviour (McEwan, Gathercoal, and Nimmo 1999).…”