The widespread view that girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls.

The book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. The authors argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy. Drawing on girls' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally.

The book is essential reading for postgraduate students, teachers, policy makers and LEA staff dedicated to genuine social and educational inclusion.

Researching in special and inclusive education can be challenging due to the frequent difficulties in eliciting the views of individuals identified with SEND. This book will give students the confidence to be creative, flexible, and innovative when it comes to planning research, particularly with children and young people within special and inclusive education. Students will be guided through each step of the research process, from the development of a research question to ethical considerations, methodologies and data analysis, before being led through the many practical issues that need to be considered when planning, executing and writing up research in this field, including good research practices, solutions to possible dilemmas and adapting methods appropriately. Kerry Vincent is a Senior Lecturer in Inclusive Education at the University of Canterbury, New Zealand. Helen Benstead is a Senior Lecturer in the School of Education, and Programme Leader of the MA Special Educational Needs, Disability and Inclusion at the University of Sunderland.

This book is the first comprehensive introduction to the literature of eSwatini. It details a literary trajectory that begins with renditions of the country by early travelers and settlers and follows with the emergence of a national literature that is marked by early oral influences and molded by unique sociopolitical interests. Along the way, the author considers how contemporary writing by visitors, expatriates, and journalists have salvaged and recycled earlier images and attitudes through a series of representational and rhetorical practices. In particular, the lingering influence of colonial discourse is explored in the context of the nation's pivotal incwala ritual. A chapter on Hilda Kuper that situates her fiction and drama between outsider and insider accounts is followed by the final two chapters that trace the development of anglophone and siSwati writing and identify themes arising from the major literary genres produced by local authors. The concluding section features a comprehensive registry of writers, with brief summaries of their works.

Researching in special and inclusive education can be challenging due to the frequent difficulties in eliciting the views of individuals identified with SEND. This book will give students the confidence to be creative, flexible, and innovative when it comes to planning research, particularly with children and young people within special and inclusive education. Students will be guided through each step of the research process, from the development of a research question to ethical considerations, methodologies and data analysis, before being led through the many practical issues that need to be considered when planning, executing and writing up research in this field, including good research practices, solutions to possible dilemmas and adapting methods appropriately. Kerry Vincent is a Senior Lecturer in Inclusive Education at the University of Canterbury, New Zealand. Helen Benstead is a Senior Lecturer in the School of Education, and Programme Leader of the MA Special Educational Needs, Disability and Inclusion at the University of Sunderland.