A lternative narratives of social exclusion

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The case of school exclusion. Dr Louise Gazeley. University of Sussex. Families and parenting. Social and educational (dis)-advantage. Compensatory approaches, meritocracy or systemic change?. Social mobility and fair access?. ID: 277489 Download Presentation

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A lternative narratives of social exclusion




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Presentations text content in A lternative narratives of social exclusion

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Alternative narratives of social exclusion

The case of school exclusion

Dr Louise Gazeley

University of Sussex

Slide2

Families and parenting

Slide3

Social and educational (dis)-advantage

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Compensatory approaches, meritocracy or systemic change?

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Social mobility and fair access?

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Exclusion from school

Notion of an ‘underclass’ – cultural deficit, poor parenting, social deprivation

Interventions and sanctions that limit access to mainstream educational opportunities and qualifications - shape

future trajectories whilst also re-producing

them

Disproportionate impact on specific social groups – often those least powerfully positioned to resist

Contributory factor in

s

ocial exclusion - not just a product of it

Importance of the role of teachers as ‘agents for change’ – role of Initial Teacher Education in this

Policy conceptualisations of ‘disadvantage’ and meritocratic, neo-liberal ideology part of what would need to change to deliver a more socially just education system

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Aspiring to a more socially just education system?

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Readings

Gazeley, L. (2010), The role of school exclusion processes in the re-production of social and educational disadvantage.

British Journal of Education Studies

, Vol. 58, No. 3, p. 293 – 309

Gazeley, L. (2012), The impact of social class on parent professional interaction in school exclusion processes: deficit or disadvantage?

International Journal of Inclusive Education

16, 3, pp.297-311.

 Gazeley, L. and Dunne, M. (2013),

Initial Teacher Education

programmes

:

providing a space to address the disproportionate exclusion of Black pupils

from schools in England?

I

nternational

Journal of Education for Teachers

, 39, 5,

pp.X

- X.

Gillborn

, D. (2010), Reform, racism and the centrality of whiteness: assessment, ability and the ‘new eugenics’

Irish Educational Studies

, 29. 3. pp.231-252

Reay

, D. (2011), What would a socially just education system look like?: saving the minnows from the pike,

Journal of Education Policy

, 27, 5, pp. 587-599.

Skeggs

, B., (2004),

Class, Culture, Self

, (Routledge, London).

Solomon, R.P.,

Portelli

, J. , Daniel, B-J. and Campbell, A. (2005), The discourse of Denial: how white teacher candidates construct race, racism and ‘white

privelege

’,

Race, Ethnicity and Education,

8, 2, pp.147-169.

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