International perspectives on exclusionary pressures in education: How inclusion becomes exclusion

Elizabeth J. Done; Helen Knowler; Graham Hallet; Fiona Hallet; Juhar Yasin Abamosa; Melike Acar; David Armstrong; Zahra Bei; Juan Bornman; Carmen Carmona; Sarah Cole; Jenny Dean; Sandra Garcia de Fez; Sümeyye Derin; Christos Dimitriadis; Donatella Donato; Dana K. Donohue; Fabio Dovigo; David Hall; Lotte Hedegaard-Sɵrensen; Line Torbjørnsen Hilt; Valerie Huggins; Andreas Köpfer; Ariunzul Liijuu-Ochir; Hanne Riese; Jonathan Rix; Sana Rizvi; Philip Roberts; Run Tan; Stefania Toma

doi:10.1007/978-3-031-14113-3

International perspectives on exclusionary pressures in education: How inclusion becomes exclusion

Elizabeth J. Done^* (Editor), Helen Knowler (Editor), Graham Hallet, Fiona Hallet, Juhar Yasin Abamosa, Melike Acar, David Armstrong, Zahra Bei, Juan Bornman, Carmen Carmona, Sarah Cole, Jenny Dean, Sandra Garcia de Fez, Sümeyye Derin, Christos Dimitriadis, Donatella Donato, Dana K. Donohue, Fabio Dovigo, David Hall, Lotte Hedegaard-SɵrensenLine Torbjørnsen Hilt, Valerie Huggins, Andreas Köpfer, Ariunzul Liijuu-Ochir, Hanne Riese, Jonathan Rix, Sana Rizvi, Philip Roberts, Run Tan, Stefania Toma

^*Corresponding author for this work

Research output: Book/Report › Book › peer-review

Abstract

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.

Original language	English
Publisher	Springer International Publishing AG
Number of pages	390
ISBN (Print)	9783031141133
DOIs	https://doi.org/10.1007/978-3-031-14113-3
Publication status	Published - 27 Feb 2023

ASJC Scopus subject areas

General Social Sciences

Keywords

Educational exclusion
Educational policy
Exclusionary practices
Off-rolling
School exclusion

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-031-14113-3

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Done, E. J. (Ed.), Knowler, H. (Ed.), Hallet, G., Hallet, F., Yasin Abamosa, J., Acar, M., Armstrong, D., Bei, Z., Bornman, J., Carmona, C., Cole, S., Dean, J., Garcia de Fez, S., Derin, S., Dimitriadis, C., Donato, D., Donohue, D. K., Dovigo, F., Hall, D., ... Toma, S. (2023). International perspectives on exclusionary pressures in education: How inclusion becomes exclusion. Springer International Publishing AG. https://doi.org/10.1007/978-3-031-14113-3

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abstract = "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.",

keywords = "Educational exclusion, Educational policy, Exclusionary practices, Off-rolling, School exclusion",

author = "Graham Hallet and Fiona Hallet and {Yasin Abamosa}, Juhar and Melike Acar and David Armstrong and Zahra Bei and Juan Bornman and Carmen Carmona and Sarah Cole and Jenny Dean and {Garcia de Fez}, Sandra and S{\"u}meyye Derin and Christos Dimitriadis and Donatella Donato and Donohue, {Dana K.} and Fabio Dovigo and David Hall and Lotte Hedegaard-Sɵrensen and {Torbj{\o}rnsen Hilt}, Line and Valerie Huggins and Andreas K{\"o}pfer and Ariunzul Liijuu-Ochir and Hanne Riese and Jonathan Rix and Sana Rizvi and Philip Roberts and Run Tan and Stefania Toma",

editor = "Done, {Elizabeth J.} and Helen Knowler",

year = "2023",

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Done, EJ (ed.), Knowler, H (ed.), Hallet, G, Hallet, F, Yasin Abamosa, J, Acar, M, Armstrong, D, Bei, Z, Bornman, J, Carmona, C, Cole, S, Dean, J, Garcia de Fez, S, Derin, S, Dimitriadis, C, Donato, D, Donohue, DK, Dovigo, F, Hall, D, Hedegaard-Sɵrensen, L, Torbjørnsen Hilt, L, Huggins, V, Köpfer, A, Liijuu-Ochir, A, Riese, H, Rix, J, Rizvi, S, Roberts, P, Tan, R & Toma, S 2023, International perspectives on exclusionary pressures in education: How inclusion becomes exclusion. Springer International Publishing AG. https://doi.org/10.1007/978-3-031-14113-3

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AU - Bornman, Juan

AU - Carmona, Carmen

AU - Cole, Sarah

AU - Dean, Jenny

AU - Garcia de Fez, Sandra

AU - Derin, Sümeyye

AU - Dimitriadis, Christos

AU - Donato, Donatella

AU - Donohue, Dana K.

AU - Dovigo, Fabio

AU - Hall, David

AU - Hedegaard-Sɵrensen, Lotte

AU - Torbjørnsen Hilt, Line

AU - Huggins, Valerie

AU - Köpfer, Andreas

AU - Liijuu-Ochir, Ariunzul

AU - Riese, Hanne

AU - Rix, Jonathan

AU - Rizvi, Sana

AU - Roberts, Philip

AU - Tan, Run

AU - Toma, Stefania

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AB - 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.

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KW - Exclusionary practices

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BT - International perspectives on exclusionary pressures in education

PB - Springer International Publishing AG

ER -

International perspectives on exclusionary pressures in education: How inclusion becomes exclusion

Abstract

ASJC Scopus subject areas

Keywords

UN SDGs

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