This book looks inside the school to examine how every-day,
school-level processes act to place particular students 'outside'
the educational endeavour and argues for new strategies for
thinking critically about and interrupting educational exclusions
and inequalities.
Looking across national contexts and drawing on ethnographic
studies of schools in the UK and Australia, the book explores the
implications of the contemporary education policy context and
processes and practices inside schools for students as learners and
for educational inequalities.
The book uses tools offered by post-structural theory to read
ethnographic data and show how the discourses that circulate inside
schools at once mobilize and elide gender, sexuality, social class,
ability, disability, race, ethnicity, religious and cultural
belongings at the same time as they open up and close down 'who'
students can be as learners.
In demonstrating these processes the book offers new insights
into how these 'truths' about students and learners are created and
how they come to be bound so tightly to the educational inclusions,
privileges and successes that some students enjoy and the
exclusions, disadvantages and 'failures' that other students
face.
General
| Imprint: |
Springer-Verlag New York
|
| Country of origin: |
United States |
| Series: |
Inclusive Education: Cross Cultural Perspectives, 3 |
| Release date: |
October 2006 |
| First published: |
October 2006 |
| Authors: |
Deborah Youdell
|
| Dimensions: |
235 x 155 x 12mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
207 |
| Edition: |
New edition |
| ISBN-13: |
978-1-4020-5484-6 |
| Categories: |
Books >
Social sciences >
Education >
Higher & further education >
General
|
| LSN: |
1-4020-5484-X |
| Barcode: |
9781402054846 |
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