This book analyses the role played by schools themselves in the
high rates of educational exclusion and dropping out that affects
many European education systems. The author frames the analysis
according to three aspects of justice - redistribution, recognition
and care - to explore both how teachers explain and react to the
processes of educational failure and early school leaving, and how
young people make sense and cope with the same failures. Using
extensive qualitative data from schools in the Barcelona area, the
author analyses the impact of school segregation, methods for
managing diversity and teaching expectations: and subsequently how
they can contribute to the production and reproduction of the risks
of failure and ESL in contemporary education systems. This book
will be of interest and value to students and scholars of
educational exclusion, as well as school leaders.
General
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