ISBN:
9781402045493
Language:
English
Pages:
Online-Ressource
,
v.: digital
Edition:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
Series Statement:
Inclusive education--cross cultural perspectives v. 3
DDC:
371.835
Keywords:
Education
;
Sociology
;
Education and state
;
Education, Higher
;
Bildungswesen
;
Diskriminierung
Abstract:
Brings sophisticated but accessible theoretical tools together with ethnographic data from real schoolsDemonstrates the inseparability of categories such as gender, sexuality, race, ethnicity, class, ability, disability, special needsDevelops tools for understanding the relationships between schools, subjectivities, and students as learnersWorks across national contexts to show the wide applicability of these toolsProblematises narrow understandings of inclusion found in contemporary policyExplores a new politics for interrupting educational inequalities
Abstract:
Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilise and elide gender, sexuality, social class, ability, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, privileges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.
Description / Table of Contents:
Who's in and who's out? Inclusion and exclusion, globalised education policy, and inequality; Rendering subjects: Theorising the production of the Self; Researching subjectivity and educational exclusions; Names and practices: making subjects in/of school; Excluded White-working-class-hetero-adult-masculinity; Excluded White-working-class-hetero-(un)femininity; Excluded Black femininity; Excluded 'specialness' (White-working class-hetero-(hyper-masculinity)
Description / Table of Contents:
Included and excluded? Middle class-White-queer-high ability-alternative youth-culture/Working class-White-Black-hetero-low ability-mainstream youth-cultureIncluded learners, impossible girls: The incommensurability of Indian-ness and desirable femininity; Included students, impossible boys: The 'racing' and 'specialing' of (un-)masculinity; Intelligible impossibility: The (un-)feminine subject-hood of a 'geeza-girl'; Good students, acceptable learners, intelligible girls: Class, race, gender, sexuality and the adornment of feminine bodies
Description / Table of Contents:
Between good and bad student, between acceptable and unacceptable learnerPracticing performative politics for inclusive education
Note:
Includes bibliographical references (p. 187-193) and index
,
Electronic reproduction; Available via World Wide Web
DOI:
10.1007/1-4020-4549-2
URL:
Volltext
(lizenzpflichtig)
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