Gazeley, Louise (2010) The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage. British Journal of Educational Studies, 58 (3). pp. 293-309. ISSN 0007-1005

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Abstract

English education policy has increasingly focused on the need to intervene in an intergenerational cycle of poverty and low attainment. The accompanying policy discourse has tended to emphasise the impact of family background on educational outcomes. However, as the capacity of parents to secure positive educational outcomes for their children is closely linked to the quality of their own education, low attainment is rather more closely connected to what happens in schools than this focus suggests. Pupils from groups known to be at increased risk of low attainment are also known to be at increased risk of involvement in the disciplinary processes of schools. This paper draws on the findings of a small-scale qualitative study to highlight some of the limitations in the educational provision accessed by Secondary age pupils involved in school exclusion processes. The assumptions and tensions at practice level that underpinned this provision are also discussed. In the conclusion it is argued that a much stronger focus on the learning of these pupils could improve their attainment and contribute to a reduction in social and educational inequalities in the future.

Item Type:	Article
Keywords:	exclusion from school, social class, low attainment, educational disadvantage
Schools and Departments:	School of Education and Social Work > Education
Depositing User:	Louise Gazeley
Date Deposited:	06 Feb 2012 19:20
Last Modified:	14 Jun 2012 13:52
URI:	http://sro.sussex.ac.uk/id/eprint/20184

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