Controlling Our Children

Hegemony and Deconstructing the Positive Behavioral Intervention Support Model

By: Thomas David Knestrict

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eBook | 18 January 2019 | Edition Number 1

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130 Pages

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Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model represents the first steps in a protest movement. It is a microscopic look into a system that educators take for granted as a positive force for children. In a thorough and detailed fashion, Thomas David Knestrict deconstructs the troubling history, development, and eventual embrace of a ubiquitous system of control that our public schools and government now mandate for use. Knestrict uses a powerful social justice lens to reconstruct the framework of a more responsive and just system of supports that result in autonomy, not scripted control. Controlling Our Children is perfect for pre-service teachers learning how to manage a classroom that fosters autonomy and an internal locus of control. It is also a perfect book for a graduate-level course in discipline discourse or disability studies. This book is for anyone who is at all worried about imposed systems of control that hinder the development of free will, freedom of choice, and personal autonomy in an age of false news, political manipulation, and control.

Industry Reviews

"Controlling Our Children provides a critical analysis of our current educational system with regard to how to best meet the needs of all students in a socially just way. By disrupting the hegemonic discourse on behavioral interventions, and the related aspects of control, Thomas David Knestrict interrogates an accepted and ubiquitous system to ask the difficult questions about how we are helping and hurting students. Not one to shy away from challenging the status quo, Knestrict takes the important subsequent step of providing hope by offering more socially just alternatives. This is an essential read for anyone working in-and with-schools today and should be a required text for all pre-service and in-service teachers." -Laney Bender-Slack, Xavier University