The Progress of Discipline: An Examination of Safe Schools Policies in Ontario's Education System (1999-2011), From the Politics of Exclusion to the Conditions of Inclusion

dc.contributor.authorVander Meulen, Cindyen
dc.contributor.departmentEducationen
dc.contributor.supervisorLewis, Magda Gereen
dc.date2012-09-25 13:08:48.594
dc.date.accessioned2012-09-25T23:38:26Z
dc.date.issued2012-09-25
dc.degree.grantorQueen's University at Kingstonen
dc.descriptionThesis (Ph.D, Education) -- Queen's University, 2012-09-25 13:08:48.594en
dc.description.abstractIn 2001 the Progressive Conservative government led by Mike Harris (1995-2002) implemented an authoritative discipline regime in Ontario schools that epitomized the law and order values of contemporary neoconservative rule in the Canadian context. Central to the character of this regime was the enforcement of safe schools through the exclusion and punishment of some of the most vulnerable students. In 2005, the Ontario Human Rights Commission initiated a complaint against the Ministry of Education, alleging that the discipline policies were disproportionately and adversely affecting racialized students and students with disabilities. In response, in 2007 the Liberal government led by Dalton McGuinty (2002 - present) introduced what it called progressive discipline policies. These policies reflect therapeutic values of early intervention and support, offering incentives for students to remain actively involved and engaged with the school community. This shift, from an authoritative to a progressive mode of discipline, is less an indication of a successful political effort to implement equitable discipline policies in education; instead, it is more an indication of the repositioning of these policies within neoliberal relations of power. I argue that progressive discipline policies do little more than change the forms through which marginalization and exclusion are carried out in Ontario schools.en
dc.description.degreePhDen
dc.description.restricted-thesisI am restricting this thesis because I am an employee of the Ontario Public Service and I do not wish to have my arguments made public at this time.en
dc.embargo.liftdate2017-09-24
dc.embargo.terms1825en
dc.identifier.urihttp://hdl.handle.net/1974/7516
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectPolicy, School Disciplineen
dc.subjectEducationen
dc.titleThe Progress of Discipline: An Examination of Safe Schools Policies in Ontario's Education System (1999-2011), From the Politics of Exclusion to the Conditions of Inclusionen
dc.typethesisen
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