The institutional limits to, and possibility of, understanding young people diagnosed with 'mental disorders', within inclusive teacher-student relationships

摘要: A persistent pattern of exclusion young people with ‘mental disorders’ from school systems, despite the best intentions schools and teachers, has prompted a call for more reflexive understanding their behaviours. This thesis, by describing how institutionally recognised ways can result in otherwise avoidable moral collisions exclusion, produces new insights into nature processes required to promote inclusion. These were produced through an intensive qualitative examination violent classroom episode, identifying key points interaction that could make difference between misrecognition recognition, turning