Abstract
This study explored the relation between classroom interactions and exclusionary school discipline practices within and across four classrooms in a disciplinary alternative school. Critical social practice theory and critical microethnographic methodology supported the examination, interpretation, and analysis of interactive power to illuminate ways of transforming exclusionary school discipline practices. Data showed that exclusionary school discipline practices are mediated through power relations with insights into and implications for transforming exclusionary school discipline practices found in teachers’ discipline goals, ideology, and views of culture.
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