Race, Class and Gender in Exclusion From School (Studies in by Ale McGlaughlin

By Ale McGlaughlin

This booklet presents a compelling account and research of the fragile stability among strength and resistance and the ways that constructing conceptions of 'self' needs to be entered into any theoretical version.

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Extra info for Race, Class and Gender in Exclusion From School (Studies in Inclusive Education Series)

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The emphasis on discipline within the school was average. At morning briefings pastoral managers would inform tutors and other teaching staff about returning excludees and children who were likely to be in the on-site unit. There was a high emphasis on achievement throughout the school and all senior staff interviewed felt that temporary school exclusions were necessary. Both the Head and the Deputy Head however, did not particularly like to use permanent exclusions and the rate for this was quite low.

After an inspection which took place during the period in which the research was conducted, it was recommended that the school should be placed on special measures. Opinions on Exclusion: Inclusive and Exclusive School Cultures Writers such as Peters and Waterman (1982) suggest that successful organizations have appropriate, strong and coherent organizational cultures, which take account of diversity. At school level Headteachers offer the most important lead, which can make a difference at an institutional level.

We all want the same things, including the children. Sometimes they do things they regret and you have to enable them to learn from that and mature and grow up. I would hope that all the sanctions we take are aimed at that, not just making the kid feel bad. ’ (Mrs Clements, Headteacher, School C) 33 School Ethos and the ‘Value’ of Exclusion This Headteacher talked about sanctions as a means through which the pupils could learn from their mistakes, and saw the concept of punishment itself as unhelpful.

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