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By Ale McGlaughlin

This booklet presents a compelling account and research of the fragile stability among strength and resistance and the ways that constructing conceptions of 'self' needs to be entered into any theoretical version.

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Extra resources for Race, Class and Gender in Exclusion From School (Studies in Inclusive Education Series)

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Not easily. It’s not something I do lightly. You recommend them to be excluded if they break 29 School Ethos and the ‘Value’ of Exclusion certain guidelines. ’ (Mrs Clare, Assistant Deputy Head, School D) It has been suggested that discipline policies should lay out structures to support staff but should not be so prescriptive as to encourage the possibility of excluding pupils for whom such a sanction is not appropriate (Osler 1997). Mrs Clare, above, had an increasingly demanding role as a Head of Year, Head of Language Department and assistant to the Deputy Head.

For those senior teachers who were quite clear about the reasons for retaining the use of school exclusion—as a means of reinforcing teacher/school authority—this would be reflected in their exclusion rate. Thus the Headteacher of School B who felt it necessary to use a stricter discipline policy had a fairly high rate of exclusions. In the first term 32 School Ethos and the ‘Value’ of Exclusion and a half that the new discipline policy had come into effect, over one hundred fixed-term and permanent exclusions had taken place with a disproportionate number affecting African-Caribbean students.

It has even reduced the time available for Personal Social Education, which is recognized as an effective and legitimate means for offering pastoral support (OFSTED 1996). The ERA’s emphasis on high achievers has resulted in the lowest achievers being left out of the national targets for education and training. OFSTED (1996) and the DfE (1992) have identified clearly observable school effects in the patterns of exclusion, with half of secondary schools excluding one or no pupils (Donovan 1998).

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