International Perspectives on Exclusionary Pressures in Education : How Inclusion Becomes Exclusion

This book examines and problematises the concept of 'educational inclusion' within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as inclusive in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation. Elizabeth J. Done is Lecturer in Inclusion at the University of Plymouth, and Visiting Research Fellow at the University of Exeter Graduate School of Education, UK. Her research specialises in inclusion, critical perspectives and teacher CPD. Helen Knowler is Honorary Lecturer in Education at the University of Exeter, UK. She teaches and researches in the field of Social, Emotional and Mental Health (SEMH) and her current focus relates to the prevention of permanent exclusion of students from school Contents Notes on Contributors Contributors List of Figures 1: Introduction Conclusion References Part I: Exclusion: Policy, Practice, Research 2: Exclusion and the ‘Wicked Problem’ of Behaviour in Australian Schools Introduction: Exclusion as a Damaging Outcome of Neo-Liberal Policy Trends Background: Inclusion and Exclusion Behaviour as a Wicked Problem for Schools in Australia Behaviour-Inclusion–Exclusion Relationships Behaviour as a Lightning Rod Issue What Works to Reduce Educational Suspensions and Exclusions? Conclusion References 3: Removing Inclusion: An Analysis of Exclusionary Processes in the Italian School System Introduction Exclusion at the Macro Level: Early School Leaving and Early Tracking Exclusion at the Micro Level: Diversity and Special Educational Needs A Closer Look at SEN: What Do School Staff Say? Discussion and Implications Conclusions References 4: Exclusion and Neoliberal Public Sector Management Introduction Context Markets and Marketisation Metrics, Data and Exclusion Managers Educational Governance Populism in Education Conclusion References 5: The Migratory Experience: Challenging Inclusionary Measures Introduction The Norwegian Introductory Programme The Experience of Strangers Experiencing the Norwegian Introductory Programme Experienced Exclusion Conclusion References 6: Exclusionary Practices and Danish School Policy Introduction Exclusion: International Tendencies Conditions for Inclusion in a Learning Goal Management Discourse Inclusion or Exclusion in Practice Policy and the Practice of Teaching Extreme Case: The Particular and the General Exclusion as an Everyday Practice Political and Structural Solutions References Part II: Exclusion: Revisiting Inclusion 7: Labels of Convenience/Labels of Opportunity Introduction: Sitting Comfortably? Mis-labels Labels of Ignorance Whose Label Is It Anyway? Missing the Point A Better Label Trouble at School Labels of Opportunity Diagnosing and Curing Our Disorder References 8: The Other Students with Special Educational Needs and the Attainment Gap Introduction Equity, Justice, and Equality Conceptualising Ability and Special Need High Academic Ability The Other Students with Special Educational Needs A Novel Conceptualisation of the Problem: A Different Gap Conclusion References 9: History, Space and Schooling Among Indigenous Australians Introduction Indigenous Historical, Policy and Social Influences Relationship to Current Schooling Circumstances A Culturally Responsive Approach to Indigenous Schooling Conclusion References 10: Education Policy and Roma Children in Romania Introduction Fitting Policy to Education Research The Romanian Context Factors of Vulnerability Framing Exclusion Policies Framing Interventions and Evaluations School Mediator Program in Romania Conclusions References 11: Twenty Years Later: Has Inclusive Education in South Africa Been Realised? Introduction Barriers to Inclusive Education Progress in Overcoming Barriers Lack of Resources/Support Teacher Attitudes/Training Negative Stereotypes School Fees Conclusion: Has Inclusive Education Been Realised? References 12: Racial Justice and School Exclusion Introduction Minorities, Special Education and Exclusion Critical Race Theory (CRT) Counter-Storytelling Samia’s Story Marlon’s “Poor Attendance” Brandon’s “Second Chance” The “Trouble” with Halima Discussion Conclusion References 13: Education and Exclusion in Mongolia Introduction Rhetoric, Policy and Practice Lack of Coherence and Resources in Laws and Regulations Lack of Knowledge of Current Regulations The Realities of Educational Policies Unpreparedness of Human Resources Lack of Financial Resources Learning Environments Attitude Matters Strategies to Reduce Exclusion in Schools Conclusion References Part III: Exclusion: Separation, Segregation, Suspicion 14: ‘Unruly’ Ethnic Minorities: Exclusion Through Policy Constructions Introduction Who Are the Unruly? Singling Out Taming Through Policies Shamima Begum Shamima’s new image might be interpreted as signifying a desire to demonstrate that she no longer poses a threat to the state. As Sheth (2022) suggests, the hijab and burqa have become emblematic of a western perception that Muslim women are oppressed. Osime Brown Tashaun Aird The State’s Role in Racialising Communities There Are No Neat Solutions References 15: The Paradox of Special Support and Separation Introduction Perspectives Para-Professional Support The Caucasus: Armenia and Georgia China Comparison and Implications Conclusion References 16: Gender-Based Violence and School Exclusion Introduction The Use of School Exclusion and GBV Sexual Misconduct or Gender-Based Violence? Gender-Based Violence in the Educational Context Challenging Landscape Next Steps? Conclusion References 17: Gender-Based Exclusion in Turkish Schools Introduction Models of Moral Development Exclusion and Prejudicial Assumptions Judgements on Gender Challenging Gender-Based Exclusion Conclusion References 18: Changing Regulations and Practices in Spain Introduction Inclusion and Legislation in Spain Social Justice Thematic Review Strategy Exclusion and Inclusion Initiatives Temporary Classrooms Parent Schools Learning Communities Conditions of Inclusion Discussion Conclusion References 19: Inclusion, Exclusion and Syrian Refugees in Turkey Introduction Exclusion and Education National Barriers Community Barriers Classroom Barriers Conclusion References Afterword The Need to Problematise Exclusion Exclusion: The Retreat from Inclusion Why Is There a Retreat from Inclusion? The Way Forward References Index "This book examines and problematises the concept of'educational inclusion'within schools. Despite varying definitions of inclusion according to national context, there is a growing consensus that educational systems presented as ‘inclusive'in policy and professional discourse, in practice, legitimise processes that appear far from inclusive. The editors and contributors draw together research from multiple contexts that considers systemic exclusionary pressures and practices from multiple perspectives, particularly less visible forms of social and educational exclusion. The book calls for true inclusion as an overriding socio-political and educational policy objective, and to end the marginalisation of specific groups beyond familiar neoliberal political discourses of piecemeal remediation."--publisher