Exclusion and excluded pupils

Munn, Pamela; Lloyd, Gwynedd

doi:10.1080/0141192052000340215

Cited by 80 publications

(57 citation statements)

References 10 publications

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“…Reports state that minority ethnic groups, young people from disadvantaged or low socioeconomic backgrounds and those in care are consistently over-represented in the statistics (Brodie & Berridge, 1996;Gordon, 2001;Partington, 2001;Munn & Lloyd, 2005;Brown, 2007). New Zealand mirrors the international picture (Education Counts, 2007a, b).…”

Section: Definitions Policy and Statisticsmentioning

confidence: 96%

New Zealand families' experience of having a teenager excluded from school

Smith

2009

Pastoral Care in Education

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Section: Definitions Policy and Statisticsmentioning

confidence: 96%

New Zealand families' experience of having a teenager excluded from school

Smith

2009

Pastoral Care in Education

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“…There is a strong intergenerational connection between low attainment and poverty (DfES, 2006c;Palmer et al, 2006) and Munn and Lloyd (2005) draw attention to links between recorded exclusion and social exclusion. However Skeggs (2004) argues that social exclusion is not a state that people are in but something that is done to them.…”

Section: Ii) Social Class and Low Educational Attainmentmentioning

confidence: 97%

“…Nevertheless, it does indicate that pupils from specific social and ethnic groups are more likely to be involved in school exclusion processes than others, including pupils from more vulnerable groups such as Looked After Children (DfES, 2006a), pupils with Statements of Special Educational Need (Warnock, 2006) and those in receipt of Free School Meals (Munn and Lloyd, 2005). Although there has been clear guidance issued at policy level about the need to reduce the disproportionate exclusion of specific groups of pupils (DCFS, 2007;DfES, 2006b), it is only comparatively recently that policy has drawn attention to higher rates of disciplinary exclusion amongst pupils in receipt of Free School Meals (DCFS, 2009a).…”

Section: The Context I) School Exclusion Processesmentioning

confidence: 97%

The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage

Gazeley¹

2010

British Journal of Educational Studies

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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.

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“…Even where working class pupils are educationally successful, their educational qualifications generate less social mobility (Marshall, 2002). In addition, working class pupils are under represented at the most successful schools (Sutton Trust, 2005) but over-represented in disciplinary exclusions from school (Osler & Vincent, 2003;Munn & Lloyd, 2005). It is evident then that the social class attainment gap is both extensive and significant to all educational processes and outcomes.…”

Section: Introductionmentioning

confidence: 97%

Researching class in the classroom: addressing the social class attainment gap in Initial Teacher Education

Gazeley

Dunne

2007

Journal of Education for Teaching

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IntroductionThis paper focuses on a small group of student teachers who volunteered to participate in a research project on the achievement of working class pupils. Alongside the exploration of the substantive issues within schools and classrooms, a key purpose of this initiative was to inform programme development in Initial Teacher Education (ITE). In this paper we focus on the student teachers themselves and on how their involvement in the project shaped their understandings of both social class and underachievement. These were used to reflect on how ITE might ). This paper reports on one aspect of a schoolbased research project that was designed to explore the ways in which working class underachievement is addressed in schools and in ITE. The initial aim of the research was to draw on the perspectives of student teachers, teachers and pupils to explore the relationship between social class and underachievement. Second, these research findings were to be used to make recommendations about how ITE providers could equip future student teachers to address the underachievement of working class pupils more effectively. In this paper we focus on the student teachers themselves and on how their involvement in the research project helped them to identify social class and underachievement as overlapping processes in which the teacher was of central importance.We begin this paper with a brief overview of the breadth and scope of the 'problem' of working class underachievement in education. We consider briefly the practical difficulties associated with 'measuring' social class in educational research and suggest that more productive recent theorisations that conceptualise social class as 'process' can provide valuable insights into how social class operates in educational contexts to reproduce the underachievement of many working class pupils. We then discuss the current failure of ITE to deliver effective training in relation to the significance of social class to education processes and outcomes, despite an increased recognition of the need to reduce the social class attainment gap (DfES, 2006a).We briefly outline aspects of the research methodology and methods, highlighting those aspects most pertinent to the discussion here of the student teachers. This is followed by a three-part discussion of the research findings. The first of these describes the student teachers' initial understandings of social class and how, despite their initial resistance and use of social class stereotypes, the research process led to a growing awareness of their preconceptions about the influence of the home on educational achievement. The second part demonstrates how the student teachers extended their understandings of underachievement in ways that stimulated them to challenge constructions of pupil underachievement. The final part focuses on how the student teachers used the opportunities as school-based researchers to reflect critically on professional practice within the classroom and then utilised these more informed understandings o...

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Exclusion and excluded pupils

Cited by 80 publications

References 10 publications

New Zealand families' experience of having a teenager excluded from school

New Zealand families' experience of having a teenager excluded from school

The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage

Researching class in the classroom: addressing the social class attainment gap in Initial Teacher Education

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