| چکیده |
Summary: "Students 'with EBD' commonly share educational trajectories signposted by critical incidents, disciplinary exclusion, alienation and dropping out - despite 'best practice', flexibilities afforded by special education and all good intentions. This book pursues an innovative scientific solution to this problem by focusing on practitioner's knowledge construction practices about and within critical incidents associated with exclusion. This raises the previously invisible question of how institutional conditions pose obstacles to practitioners' reflexive knowledge construction. Addressing this question makes possible a better way to reflexively understand 'disordered' behaviours making critical incidents and alienation more avoidable thereby interrupting systemic patterns of exclusion. To investigate this we forensically examine an incident of classroom 'violence', associated with EBD and resulting in school exclusion. Bourdieu's concepts of habitus, field and practice provide a framework to scientifically raise questions about, and analyse the relationship between, the young person's practice, the teacher's knowledge construction practices and the local institutional context"--
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