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Pushed to the Edge : Inclusion and Behaviour Support in Schools /
In recent years, a little-noted policy has dramatically transformed - for the worse - the experience of schooling in the United Kingdom for a large number of young people. Internal behavior support units, which ostensibly serve to help manage and improve problematic behavior in students, have been i...
| Autor principal: | |
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| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bristol, UK :
Policy Press,
2016.
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 007 | cr||||||||nn|n | ||
| 008 | 160324s2016 enk o 00 0 eng d | ||
| 020 | |a 9781447317494 | ||
| 020 | |z 9781447317463 | ||
| 035 | |a (OCoLC)945552523 | ||
| 040 | |a MdBmJHUP |c MdBmJHUP | ||
| 100 | 1 | |a Gillies, Val, |e author. | |
| 245 | 1 | 0 | |a Pushed to the Edge : |b Inclusion and Behaviour Support in Schools / |c Val Gillies. |
| 264 | 1 | |a Bristol, UK : |b Policy Press, |c 2016. | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 2021 | |
| 264 | 4 | |c ©2016. | |
| 300 | |a 1 online resource (224 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a PUSHED TO THE EDGE -- Contents -- Acknowledgements -- 1. Disciplining pupils: from exclusion to 'inclusion' -- The rise of the behaviour support unit -- A British school to prison pipeline? -- Back to the future: building character -- Punishing the poor -- Research, aims and ethics -- Structure of the book -- 2. An ethnography of 'inclusion': reflecting on the research process -- Minding the gap: moving from theory to practice -- Scoping Hailingbrooke -- From participant observation to groupwork -- Broadening the focus -- Gravensdale School -- Meedham Girls -- Acting into context? | |
| 505 | 0 | |a 3. Contextualising challenging behaviour -- Separate and different -- Personalising inclusion: vulnerability and resilience -- Connectedness and separation -- Transnational ruptures: migrant experiences -- Violence and vulnerability -- Foregrounding the social and structural -- 4. Damaged boys, needy girls -- At risk of being risky -- 'Emotional behavioural deficiency': Damaged goods? -- Anger issues -- Contextualising anger -- Developmental deficits: challenging girls -- 5. Dynamics of disadvantage: race, gender and class -- Gravensdale: Not racist but ... -- 'Do you want to be in this school?' | |
| 505 | 0 | |a Invisible racism -- Gender hierarchies and sexual violence -- Class, distinction and the case of Ethan -- 6. 'Yo momma ... ': foregrounding families -- Blaming the parents -- Reaching parents: the centrality of mothers -- Family first -- Situated parenting: fighting your kid's corner -- Minding the gap -- Parenting, police and criminalisation -- Gendering parenting -- 7. "Ain't doing tramp's work": educational marginalisation and imagined futures -- Uncertain futures -- Valuing education: learning and labour -- Dirty money: weighing up the options -- Aspirational girls -- Keeping it in the family. | |
| 505 | 0 | |a Transcending aspiration: hopes and dreams -- 8. The politics of exclusion -- We need to talk about race -- Post-feminism and gendered power relations -- Beyond critical pedagogy -- Values beyond value -- References -- Index. | |
| 520 | 8 | |a In recent years, a little-noted policy has dramatically transformed - for the worse - the experience of schooling in the United Kingdom for a large number of young people. Internal behavior support units, which ostensibly serve to help manage and improve problematic behavior in students, have been installed in schools throughout the nation, with the result that large numbers of young people are removed from mainstream classrooms for long periods to undergo rehabilitative programs that operate with little oversight. Making use of the insights of young people experiencing these units, this book offers a detailed analysis and critique of this approach, and it should prompt sharp questions from parents, educators, and policy makers alike around issues of social justice, equal opportunities, and institutional racism. | |
| 588 | |a Description based on print version record. | ||
| 650 | 7 | |a School management and organization. |2 fast |0 (OCoLC)fst01107575 | |
| 650 | 7 | |a Inclusive education. |2 fast |0 (OCoLC)fst00968624 | |
| 650 | 7 | |a Educational equalization. |2 fast |0 (OCoLC)fst00903418 | |
| 650 | 7 | |a EDUCATION |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 0 | |a School management and organization |z Great Britain. | |
| 650 | 0 | |a Educational equalization |z Great Britain. | |
| 650 | 0 | |a Inclusive education |z Great Britain. | |
| 651 | 7 | |a Great Britain. |2 fast |0 (OCoLC)fst01204623 | |
| 655 | 7 | |a Electronic books. |2 local | |
| 710 | 2 | |a Project Muse. |e distributor | |
| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/80010/ |
| 945 | |a Project MUSE - Custom Collection | ||