Moments of inclusion and exclusion: pupils negotiating classroom contexts

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).


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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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/0142569032000127125
ISSNs: 0142-5692 (print)
Keywords: inclusion, exclusion, classroom interaction, social justice
ePrint ID: 54603
Date :
Date Event
1 November 2003Published
Date Deposited: 01 Aug 2008
Last Modified: 16 Apr 2017 17:46
Further Information:Google Scholar

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