Contextualising inequalities in rates of school exclusion in English schools: beneath the ‘tip of the ice-berg’
Contextualising inequalities in rates of school exclusion in English schools: beneath the ‘tip of the ice-berg’
There is an increasing emphasis internationally on better understanding the links between inequalities and processes within school systems. In England there has been a particular focus on rates of school exclusion because the national data has consistently highlighted troubling patterns of over-representation. This paper argues that a move away from recorded exclusion to other forms of sanction and provision makes more contextualised readings of these data key to better understanding their association with inequalities. It also explores the challenges faced by key stakeholders working to reduce inequalities within an increasingly marketised system. It concludes that embedding consistent good practice across the system remains a critical challenge.
educational inequalities, inclusion, school exclusion, social disadvantage education policy
487-504
Gazeley, Louise
236f0f3a-3f20-4d3a-bed5-1e51a9ba034b
Marrable, Tish
f5115cd8-e114-4215-a572-9b295595ff38
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Boddy, Janet
944c3488-b7de-4bb9-8822-15ac4bd2f4a6
2 October 2015
Gazeley, Louise
236f0f3a-3f20-4d3a-bed5-1e51a9ba034b
Marrable, Tish
f5115cd8-e114-4215-a572-9b295595ff38
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Boddy, Janet
944c3488-b7de-4bb9-8822-15ac4bd2f4a6
Gazeley, Louise, Marrable, Tish, Brown, Chris and Boddy, Janet
(2015)
Contextualising inequalities in rates of school exclusion in English schools: beneath the ‘tip of the ice-berg’.
British Journal of Educational Studies, 63 (4), .
(doi:10.1080/00071005.2015.1070790).
Abstract
There is an increasing emphasis internationally on better understanding the links between inequalities and processes within school systems. In England there has been a particular focus on rates of school exclusion because the national data has consistently highlighted troubling patterns of over-representation. This paper argues that a move away from recorded exclusion to other forms of sanction and provision makes more contextualised readings of these data key to better understanding their association with inequalities. It also explores the challenges faced by key stakeholders working to reduce inequalities within an increasingly marketised system. It concludes that embedding consistent good practice across the system remains a critical challenge.
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Published date: 2 October 2015
Keywords:
educational inequalities, inclusion, school exclusion, social disadvantage education policy
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Local EPrints ID: 494292
URI: http://eprints.soton.ac.uk/id/eprint/494292
ISSN: 0007-1005
PURE UUID: b0667d5b-a100-4727-847e-e494e65840f3
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Date deposited: 03 Oct 2024 16:41
Last modified: 04 Oct 2024 02:09
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Author:
Louise Gazeley
Author:
Tish Marrable
Author:
Chris Brown
Author:
Janet Boddy
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