The political economies of school exclusion and their consequences

学校排斥的政治经济学及其后果

• 批准号: ES/S015744/1
• 负责人: Ian Thompson
• 金额: $ 260.02万
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS015744%2F1
• 关键词: political; economies; exclusion; their; consequences

The main aim of PolESE is to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK. There are great differences in the rates of permanent school exclusion in different parts of the UK with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales. For example, in the last available figures (2016/7) there were 7,720 permanent exclusions in England compared to just five in Scotland. However, these figures do not account for many informal and illegal forms of exclusion. In this research, home international comparisons of historical and current policy, practice and legal frameworks relating to school exclusion will be conducted for the first time. Previous research and official statistics show that school exclusions are far more likely to affect pupils with special needs, from low income families, and particular ethnic backgrounds. Exclusions have long and short term consequences in terms of academic achievement, well-being, mental health, and future economic and employment prospects. PolESE is designed to highlight ways in which fairer and more productive outcomes can be achieved for pupils, their families, and professionals by comparing the ways in which policy and practice around exclusions differ in the four jurisdictions. PolESE will be undertaken by the multi-disciplinary (criminology, disability studies, economics, education, human geography, law, psychiatry, sociology) and multi-site (Oxford, Cardiff, Edinburgh, Belfast, Reading, LSE) Excluded Lives group established in 2014. In education, policy discourse has tended to find individual reasons for exclusion rather than develop an understanding of exclusion in the wider context of education, social policy and the law. Education policy has also largely ignored the work conducted by school and welfare professionals that attempts to address disruptive behaviour to prevent more serious incidents. In contrast, PolESE assumes that school exclusion cannot be treated as separate from the general welfare and education systems. Preliminary work has illustrated that pressures on schools to perform well in examination league tables can lead to the exclusion of pupils whose predicted attainment would weaken overall school performance, leaving these pupils on the social margins of schooling. Exclusion is a process, rather than a single incident, that can only be fully understood when examined from multiple professional and disciplinary perspectives. The research is organised into three work strands. Strand A, Landscapes of Exclusion, is designed examine the ways in which legal frameworks, policies, and practices of regulation shape systemic practice; and the patterns, characteristics and consequences of exclusion. Strand B, Experiences of Exclusion, will focus on families', pupils' and professionals' experiences of the risks and consequences of exclusion. Strand C, Costs and Integration, will examine the financial costs associated with exclusion; it will also integrate findings within and across jurisdictions to ensure that the learning is continuous as the research develops a coherent multi-disciplinary understanding of the political economies of exclusion. 1. The cost of exclusions at individual, institutional and system level (psychological, educational, sociological, economic, criminological, political lenses); 2. Rights and entitlements (legal, moral, social policy, political lenses); 3. Landscapes of exclusion (geographical, sociological, political lenses); 4. Protection and wellbeing (psychological, social work, legal and social policy lenses).Researchers will engage directly with the Third Sector, professionals at school, local authority and jurisdiction government levels, as well as with disadvantaged and excluded pupils and their families.

Polese的主要目的是发展的政治经济学和整个英国学校排斥的后果的多学科的理解。联合王国不同地区的永久性学校排斥率差异很大，英格兰的数字迅速上升，但北方爱尔兰、苏格兰和威尔士的数字相对较低或有所下降。例如，在最新的数据（2016/7）中，英格兰有7，720个永久排除，而苏格兰只有5个。然而，这些数字并不包括许多非正式和非法形式的排斥。在这项研究中，国内和国际比较的历史和当前的政策，实践和法律的框架有关学校排斥将首次进行。之前的研究和官方统计数据表明，学校开除更有可能影响有特殊需要、来自低收入家庭和特定种族背景的学生。排斥对学业成绩、福祉、心理健康以及未来的经济和就业前景有长期和短期的影响。Polese旨在通过比较四个司法管辖区关于排除的政策和实践的不同方式，突出为学生，他们的家庭和专业人士实现更公平，更富有成效的结果的方式。PolESE将由2014年成立的多学科（犯罪学、残疾研究、经济学、教育学、人文地理学、法律、精神病学、社会学）和多地点（牛津、卡迪夫、爱丁堡、贝尔法斯特、阅读、伦敦经济学院）“排除生命”小组开展。在教育方面，政策讨论往往为排斥寻找个别原因，而不是在更广泛的教育、社会政策和法律背景下形成对排斥的理解。教育政策也在很大程度上忽视了学校和福利专业人员为解决破坏行为以防止更严重事件而开展的工作。与此相反，Polese认为学校排斥不能被视为与一般福利和教育系统分开。初步工作表明，学校在考试排名表中取得好成绩的压力可能导致那些预计成绩会削弱总体学校成绩的学生被排斥在外，使这些学生处于学校教育的社会边缘。排斥是一个过程，而不是一个单一的事件，只有从多个专业和学科的角度进行审查时才能充分理解。这项研究分为三个部分。A股，排斥的景观，旨在审查的方式，其中法律的框架，政策和监管的做法塑造系统的做法;和排斥的模式，特点和后果。Strand B，排斥的经验，将侧重于家庭，学生和专业人员的排斥的风险和后果的经验。链C，成本和整合，将审查与排斥相关的财务成本;它还将整合管辖范围内和跨管辖范围的调查结果，以确保学习是连续的，因为研究发展了对排斥的政治经济学的连贯的多学科理解。1.在个人、机构和系统层面（心理学、教育学、社会学、经济学、犯罪学、政治学视角）的排斥成本; 2.权利和待遇（法律的、道德的、社会政策的、政治的）; 3.排斥现象（地理、社会、政治方面）; 4.保护和福祉（心理，社会工作，法律的和社会政策的镜头）。研究人员将直接与第三部门，专业人员在学校，地方当局和管辖政府层面，以及与弱势和受排斥的学生及其家庭。

项目成果

Difference and school exclusion in a time of COVID-19

COVID-19 时期的差异和学校排斥

• DOI: 10.1080/13603116.2023.2274110
• 发表时间: 2023
• 期刊: International Journal of Inclusive Education
• 影响因子: 2.2
• 作者: Daniels H

Criminological perspectives on school exclusion and youth offending

• DOI: 10.1080/13632752.2021.1905233
• 发表时间: 2021-04-11
• 期刊: EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
• 影响因子: 1
• 作者: Arnez, Jasmina;Condry, Rachel
• 通讯作者: Condry, Rachel

An analysis of the policy drivers and legal frameworks associated with school exclusion in Northern Ireland

北爱尔兰学校排斥相关的政策驱动因素和法律框架分析

• DOI: 10.1177/14782103241227484
• 发表时间: 2024
• 期刊: Policy Futures in Education
• 影响因子: 1.5
• 作者: Duffy G

Agency and Transformation - Motives, Mediation, and Motion

代理与转型——动机、中介和行动

• DOI: 10.1017/9781009153799.007
• 发表时间: 2023
• 作者: Daniels H

What Counts as Evidence in the Understanding of School Exclusion in England?

什么可以作为理解英国学校排斥的证据？

• DOI: 10.3389/feduc.2022.929912
• 发表时间: 2022
• 期刊: Frontiers in Education
• 影响因子: 2.3
• 作者: Daniels H