Not in the classroom, but still on the register: hidden forms of school exclusion
Not in the classroom, but still on the register: hidden forms of school exclusion
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不在教室，但仍在登记册上：隐藏的学校排斥形式
DOI：
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发表时间：
2018
影响因子：
2.2
通讯作者：
Chris Taylor
中科院分区：
文献类型：
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作者：
S. Power;Chris Taylor
摘要 人们越来越担心英格兰被学校排斥的学生人数不断增加——这一趋势往往与其他地方排斥水平的下降形成鲜明对比。例如，在威尔士和苏格兰，永久失学的学生人数急剧下降。然而，我们认为简单的系统级比较可能会产生误导。本文利用从威尔士校长访谈中获得的数据，探讨了官方统计数据的表层之下，并探讨了正在发生的各种且往往是隐藏的排斥形式。它不想否认官方将学生排除在学校之外的破坏性后果，但认为其他形式的排除也可能带来负面后果。结论是，在了解这些其他形式的排斥在个人、机构和系统层面的影响之前，我们不应根据有关学校排斥的官方数据假设一所学校或一个系统一定具有或多或少的“包容性”。
ABSTRACT There has been growing concern about the rising numbers of students being excluded from school in England – a trend that is often set against the declining levels of exclusion elsewhere. In Wales and Scotland, for example, numbers of students permanently excluded from school have fallen dramatically. However, we argue that simple system-level comparisons might be misleading. Drawing on data derived from interviews with headteachers in Wales, this paper probes beneath the surface of official statistics and explores the diverse, and often hidden, forms of exclusion that are taking place. Without wishing to deny the damaging consequences of official exclusion from school, it argues that the other forms of exclusion may also carry negative consequences. It concludes that until the effects of these other forms of exclusion are known – at individual, institutional and system level – we should not assume that a school or a system is necessarily any more or less ‘inclusive’ on the basis of official data on school exclusions.