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A lternative narratives of social exclusion

A lternative narratives of social exclusion. The case of school exclusion Dr Louise Gazeley University of Sussex. Families and parenting. Social and educational (dis)-advantage. Compensatory approaches, meritocracy or systemic change?. Social mobility and fair access?.

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A lternative narratives of social exclusion

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  1. Alternative narratives of social exclusion The case of school exclusion Dr Louise Gazeley University of Sussex

  2. Families and parenting

  3. Social and educational (dis)-advantage

  4. Compensatory approaches, meritocracy or systemic change?

  5. Social mobility and fair access?

  6. Exclusion from school • Notion of an ‘underclass’ – cultural deficit, poor parenting, social deprivation • Interventions and sanctions that limit access to mainstream educational opportunities and qualifications - shape future trajectories whilst also re-producing them • Disproportionate impact on specific social groups – often those least powerfully positioned to resist • Contributory factor in social exclusion - not just a product of it • Importance of the role of teachers as ‘agents for change’ – role of Initial Teacher Education in this • Policy conceptualisations of ‘disadvantage’ and meritocratic, neo-liberal ideology part of what would need to change to deliver a more socially just education system

  7. Aspiring to a more socially just education system?

  8. Readings • Gazeley, L. (2010), The role of school exclusion processes in the re-production of social and educational disadvantage. British Journal of Education Studies, Vol. 58, No. 3, p. 293 – 309 • Gazeley, L. (2012), The impact of social class on parent professional interaction in school exclusion processes: deficit or disadvantage? International Journal of Inclusive Education16, 3, pp.297-311. •  Gazeley, L. and Dunne, M. (2013), Initial Teacher Education programmes:providing a space to address the disproportionate exclusion of Black pupilsfrom schools in England? International Journal of Education for Teachers, 39, 5, pp.X- X. • Gillborn, D. (2010), Reform, racism and the centrality of whiteness: assessment, ability and the ‘new eugenics’ Irish Educational Studies, 29. 3. pp.231-252 • Reay, D. (2011), What would a socially just education system look like?: saving the minnows from the pike, Journal of Education Policy, 27, 5, pp. 587-599. • Skeggs, B., (2004), Class, Culture, Self, (Routledge, London). • Solomon, R.P., Portelli, J. , Daniel, B-J. and Campbell, A. (2005), The discourse of Denial: how white teacher candidates construct race, racism and ‘white privelege’, Race, Ethnicity and Education, 8, 2, pp.147-169.

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