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This book proffers a thesis that the 'problem' of difficult classroom behaviour is not necessarily the problem, but rather a manifestation of an underlying one. In this regard it focuses on a fundamental question: What is the nature of the underlying problem? The author discusses epistemological and methodological issues relating to matters associated with the genre of 'research with young people' and pupil voice, including innovative qualitative research techniques under the umbrella of participatory paradigm underpinned by reflexive insider-ethnography. The book describes the manner in...