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Abstract

This study examines the concept of schools as "protective" institutions as
defined by developmental ("pathways") criminology. Mainstream
(consensus) developmental criminologies are critiqued, leading through
re-formulations of labeling and resistance theories to restorative and
peacemaking criminology. Existing research into school conflict and
exclusion is reviewed, with an emphasis on Australian studies.
Themes from interviews of Tasmanian state schools teaching and support
staff, Education Department support staff, NGO youth support workers,
and private consultants in education and youth wellbeing, are discussed in
the light of the theory and literature review. An appreciation is formed in
the Tasmanian context of how schools can be "protective" of students
involved in or apparently headed towards delinquency.

Item Type:	Thesis - Unspecified
Authors/Creators:	Adair, DS
Keywords:	School discipline, Problem children, Teacher-student relationships, Classroom management, Juvenile delinquency
Copyright Holders:	The Author
Additional Information:	Available for library use only and copying in accordance with the Copyright Act 1968, as amended. Thesis (MCrimCorr)--University of Tasmania, 2007. Includes bibliographical references. Ch. 1. Theories of school conflict and delinquency -- Ch. 2. School conflict and exclusion -- Ch. 3. Methodology -- Ch. 4. Power and participation -- Ch. 5. Roles and relationships -- Ch. 6. Inclusion and exclusion -- Ch. 7. Conclusions
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