Description
Book SynopsisThis ambitious book is the first to provide a detailed insight into the politics and practices of internal school exclusion, highlighted through the experiences of the young people attending internal behaviour support units.
Trade Review"This deeply narrative-driven research evocatively writes about a classed, raced and gendered education system for those children who are considered `troublesome’. A remarkable, honestly debated ethnographic work." Chrissie Rogers, Aston University
"While the analysis is conducted with scientific rigor and intellectual clarity, Gillies’ style of writing is engaging and enjoyable, thus it should be warmly recommended to teachers and the wider public." - Journal of Education Policy
Table of ContentsDisciplining pupils: from exclusion to ‘inclusion’; An ethnography of ‘inclusion’: reflecting on the research process; Contextualising challenging behaviour; Damaged boys, needy girls; Dynamics of disadvantage: race, gender and class; ‘Yo momma ...’: foregrounding families; “Ain't doing tramp's work”: educational marginalisation and imagined futures; The politics of exclusion.
