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Moments of inclusion and exclusion: pupils negotiating classroom contexts

By S. Benjamin, M. Nind, K. Hall and J. Collins


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

Topics: LB1501
Year: 2003
OAI identifier: oai:eprints.soton.ac.uk:54603
Provided by: e-Prints Soton

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