Globalised discourses of ‘challenging behaviours’ and implications for their construction and management in education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The article adopts an exploratory lens to unravel the nature and construction of diagnostic labels associated with challenging behaviours while discussing their ideological underpinnings, politicized character, effects and policy implications. The non-normative nature of categories related to challenging behaviours calls for adopting a critical and cross-cultural perspective in exposing the intricately complex web of context-specific ideological and institutional dynamics that underpin the genesis, legitimation and subsequent management of these behaviours. The analytical edge also involves unravelling the political and socio-culturally mediated processes of constructing categories of ‘need’ based on deviant and disruptive behaviours while exploring how these normative discourses ‘travel’ globally are indigenised and pathologize human behaviours by, inter alia, prescribing clinical-orientated identification and behaviour management strategies. A cross-cultural lens is not only instrumental in bringing to the fore points of cross-national convergence/divergence and identifying examples of good practice but also in revealing the politically driven nature of categorical ascriptions and associated nomenclature of challenging behaviours, and understanding how they are constructed, disseminated and managed in contemporary schooling. As an action-oriented response to these critical considerations, the article makes a case for the imperative of adopting an interdisciplinary and intersectional approach to preventing and managing students’ behaviours in inclusive education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it