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Geographies of Exclusion: Rebuilding Collective Responsibility in a Fragmented School System
- Source :
-
Leadership and Policy in Schools . 2024 23(2):452-470. - Publication Year :
- 2024
-
Abstract
- The goal of equity in education in England is damaged by regional disparities in outcomes and a marked social gradient in school exclusion. The most vulnerable groups are disproportionately represented in in-year transfers. Drawing on 24 interviews with school leaders and education decision-makers in a socioeconomically deprived area, this study examined institutional strategies to promote inclusion by reducing pupil mobility in an area-based initiative. The analysis highlights the interaction of administrative, professional and market logics, and the significance of the "middle tier" in mediating inter-local tensions. Further research is needed on "hidden" pupil moves and diverse forms of within-school segregation-reintegration.
Details
- Language :
- English
- ISSN :
- 1570-0763 and 1744-5043
- Volume :
- 23
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Leadership and Policy in Schools
- Publication Type :
- Academic Journal
- Accession number :
- EJ1426613
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/15700763.2022.2160361