This book examines and problematises the concept of 'educational inclusion' within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as ‘inclusive’ in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation.
Author(s): Elizabeth J. Done, Helen Knowler
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 386
City: Cham
Contents
Notes on Contributors
Contributors
List of Figures
1: Introduction
Conclusion
References
Part I: Exclusion: Policy, Practice, Research
2: Exclusion and the ‘Wicked Problem’ of Behaviour in Australian Schools
Introduction: Exclusion as a Damaging Outcome of Neo-Liberal Policy Trends
Background: Inclusion and Exclusion
Behaviour as a Wicked Problem for Schools in Australia
Behaviour-Inclusion–Exclusion Relationships
Behaviour as a Lightning Rod Issue
What Works to Reduce Educational Suspensions and Exclusions?
Conclusion
References
3: Removing Inclusion: An Analysis of Exclusionary Processes in the Italian School System
Introduction
Exclusion at the Macro Level: Early School Leaving and Early Tracking
Exclusion at the Micro Level: Diversity and Special Educational Needs
A Closer Look at SEN: What Do School Staff Say?
Discussion and Implications
Conclusions
References
4: Exclusion and Neoliberal Public Sector Management
Introduction
Context
Markets and Marketisation
Metrics, Data and Exclusion
Managers
Educational Governance
Populism in Education
Conclusion
References
5: The Migratory Experience: Challenging Inclusionary Measures
Introduction
The Norwegian Introductory Programme
The Experience of Strangers
Experiencing the Norwegian Introductory Programme
Experienced Exclusion
Conclusion
References
6: Exclusionary Practices and Danish School Policy
Introduction
Exclusion: International Tendencies
Conditions for Inclusion in a Learning Goal Management Discourse
Inclusion or Exclusion in Practice
Policy and the Practice of Teaching
Extreme Case: The Particular and the General
Exclusion as an Everyday Practice
Political and Structural Solutions
References
Part II: Exclusion: Revisiting Inclusion
7: Labels of Convenience/Labels of Opportunity
Introduction: Sitting Comfortably?
Mis-labels
Labels of Ignorance
Whose Label Is It Anyway?
Missing the Point
A Better Label
Trouble at School
Labels of Opportunity
Diagnosing and Curing Our Disorder
References
8: The Other Students with Special Educational Needs and the Attainment Gap
Introduction
Equity, Justice, and Equality
Conceptualising Ability and Special Need High Academic Ability
The Other Students with Special Educational Needs
A Novel Conceptualisation of the Problem: A Different Gap
Conclusion
References
9: History, Space and Schooling Among Indigenous Australians
Introduction
Indigenous Historical, Policy and Social Influences
Relationship to Current Schooling Circumstances
A Culturally Responsive Approach to Indigenous Schooling
Conclusion
References
10: Education Policy and Roma Children in Romania
Introduction
Fitting Policy to Education Research
The Romanian Context
Factors of Vulnerability Framing Exclusion
Policies Framing Interventions and Evaluations
School Mediator Program in Romania
Conclusions
References
11: Twenty Years Later: Has Inclusive Education in South Africa Been Realised?
Introduction
Barriers to Inclusive Education
Progress in Overcoming Barriers
Lack of Resources/Support
Teacher Attitudes/Training
Negative Stereotypes
School Fees
Conclusion: Has Inclusive Education Been Realised?
References
12: Racial Justice and School Exclusion
Introduction
Minorities, Special Education and Exclusion
Critical Race Theory (CRT)
Counter-Storytelling
Samia’s Story
Marlon’s “Poor Attendance”
Brandon’s “Second Chance”
The “Trouble” with Halima
Discussion
Conclusion
References
13: Education and Exclusion in Mongolia
Introduction
Rhetoric, Policy and Practice
Lack of Coherence and Resources in Laws and Regulations
Lack of Knowledge of Current Regulations
The Realities of Educational Policies
Unpreparedness of Human Resources
Lack of Financial Resources
Learning Environments
Attitude Matters
Strategies to Reduce Exclusion in Schools
Conclusion
References
Part III: Exclusion: Separation, Segregation, Suspicion
14: ‘Unruly’ Ethnic Minorities: Exclusion Through Policy Constructions
Introduction
Who Are the Unruly?
Singling Out
Taming Through Policies
Shamima Begum
Shamima’s new image might be interpreted as signifying a desire to demonstrate that she no longer poses a threat to the state. As Sheth (2022) suggests, the hijab and burqa have become emblematic of a western perception that Muslim women are oppressed.
Osime Brown
Tashaun Aird
The State’s Role in Racialising Communities
There Are No Neat Solutions
References
15: The Paradox of Special Support and Separation
Introduction
Perspectives
Para-Professional Support
The Caucasus: Armenia and Georgia
China
Comparison and Implications
Conclusion
References
16: Gender-Based Violence and School Exclusion
Introduction
The Use of School Exclusion and GBV
Sexual Misconduct or Gender-Based Violence?
Gender-Based Violence in the Educational Context
Challenging Landscape
Next Steps?
Conclusion
References
17: Gender-Based Exclusion in Turkish Schools
Introduction
Models of Moral Development
Exclusion and Prejudicial Assumptions
Judgements on Gender
Challenging Gender-Based Exclusion
Conclusion
References
18: Changing Regulations and Practices in Spain
Introduction
Inclusion and Legislation in Spain
Social Justice
Thematic Review Strategy
Exclusion and Inclusion Initiatives
Temporary Classrooms
Parent Schools
Learning Communities
Conditions of Inclusion
Discussion
Conclusion
References
19: Inclusion, Exclusion and Syrian Refugees in Turkey
Introduction
Exclusion and Education
National Barriers
Community Barriers
Classroom Barriers
Conclusion
References
Afterword
The Need to Problematise Exclusion
Exclusion: The Retreat from Inclusion
Why Is There a Retreat from Inclusion?
The Way Forward
References
Index
