The political economies of school exclusion and their consequences

PolESE的主要目的是发展对英国各地学校排斥的政治经济和后果的多学科理解。在英国不同地区，被永久学校拒之门外的比率存在很大差异，英格兰的比例上升迅速，但北爱尔兰、苏格兰和威尔士的比例相对较低或有所下降。例如，在最近可获得的数据（2016/7）中，英格兰有7720人被永久排除在外，而苏格兰只有5人。然而，这些数字并没有包括许多非正式和非法形式的排斥。在本研究中，将首次对与学校排斥有关的历史和现行政策、实践和法律框架进行国内外比较。先前的研究和官方统计数据表明，学校排斥更有可能影响有特殊需要、来自低收入家庭和特殊种族背景的学生。在学业成绩、福祉、心理健康以及未来的经济和就业前景方面，被排除在外会产生长期和短期的后果。PolESE旨在通过比较四个司法管辖区围绕排斥的政策和实践的不同方式，强调如何为学生、他们的家庭和专业人员实现更公平、更富有成效的结果。PolESE将由2014年成立的多学科（犯罪学、残疾研究、经济学、教育、人文地理、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、雷丁、伦敦经济学院）排除生命小组承担。在教育方面，政策话语倾向于寻找排斥的个别原因，而不是在更广泛的教育、社会政策和法律背景下发展对排斥的理解。教育政策也在很大程度上忽视了学校和福利专业人员的工作，他们试图解决破坏性行为，以防止更严重的事件发生。相反，PolESE认为学校排斥不能与一般福利和教育系统分开对待。初步研究表明，要求学校在考试排名表中取得好成绩的压力可能会导致一些学生被排除在外，而这些学生的预期成绩会削弱学校的整体表现，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来审视才能完全理解。这项研究分为三个部分。链A，排他性景观，旨在检查法律框架，政策和监管实践塑造系统实践的方式；以及排斥的模式、特征和后果。B部分，“被排斥的经历”，将关注家庭、学生和专业人士对被排斥的风险和后果的经历。流程C，成本和整合，将审查与排除相关的财务成本；它还将整合司法管辖区内部和跨司法管辖区的研究结果，以确保随着研究对排斥的政治经济学形成连贯的多学科理解，学习是持续的。1. 个人、机构和制度层面的排斥成本（心理、教育、社会、经济、犯罪学、政治角度）；2. 权利和应享权利（法律、道德、社会政策、政治方面）；3. 排斥景观（地理、社会学、政治镜头）；4. 保护和福利（心理、社会工作、法律和社会政策方面）。研究人员将直接与第三部门、学校、地方当局和辖区政府的专业人员以及弱势和被排斥的学生及其家庭进行接触。

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.