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Moments of inclusion and exclusion: pupils negotiating classroom contexts

Record type: Article

This paper uses evidence form a small-scale study of two English primary classrooms to examine school inclusion in its political contexts. We argue that 'inclusion' and 'exclusion' are complex process, enacted monet-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of 'difference', including differences of social class, ethnicity, gender/sexuality, perceived academic ability and physical appearance. We take a post-structuralist approach, well-known in feminist educaitonal research but less often used in reaseach and thinking about 'inclusive' schooling, to foreground children's active role in making sense of social conditions that are not of their own making or choice. We conclude that a politically literature understanding of the proecesses of inclusion and exclusion is necessary both to hight the continuing reproduction of educational inequality, and to produce the necessary conditions for egalitariam change.

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Citation

Benjamin, S., Nind, M., Hall, K. and Collins, J., Sheehy, Kieran(ed.) (2003) Moments of inclusion and exclusion: pupils negotiating classroom contexts British Journal of Sociology of Education, 24, (5), pp. 547-558. (doi:10.1080/0142569032000127125).

More information

Published date: 1 November 2003
Keywords: inclusion, exclusion, classroom interaction, social justice

Identifiers

Local EPrints ID: 54603
URI: http://eprints.soton.ac.uk/id/eprint/54603
ISSN: 0142-5692
PURE UUID: 99dcd26a-e7b7-48dd-8826-4c4350de544f
ORCID for M. Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 01 Aug 2008
Last modified: 17 Jul 2017 14:35

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Contributors

Author: S. Benjamin
Author: M. Nind ORCID iD
Author: K. Hall
Author: J. Collins
Editor: Kieran Sheehy

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