"Race," Class, and Gender in Exclusion from School

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Psychology Press, 2000 - Education - 145 pages
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With education and social inequalities under scrutiny, this text provides a late-1990s summary of research into the key issues, as well as practical strategies for educators, including strategies for staff development, working with children and school policy. It argues that the facts have changed significantly, and that much received wisdom cannot be relied upon: girls' performance is rising faster than boys and surpasses them in almost all respects up to the age of 18; unequal opportunity faced by those of different race is becoming more fractured along class, gender, ethnic and religious lines; class divisions are increased with the reintroduction of selection and has become a matter of concern for government and school policy makers.
  

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Contents

School Ethos and the Value of Exclusion
15
Teachers and Pupils Relationships of Power
37
Racializing Resistance
46
Teacher Understandings of Resistance
54
Conclusion
62
Gendering Race
83
Race and the Social Consequences of Exclusion
95
Future Prospects Towards Inclusive Education for All
120
References
133
Index
141
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About the author (2000)

Cecile Wright is Reader in Sociology at the Nottingham Trent University. She has both carried out research and written extensively in the field of race, ethnicity and education. Debbie Weekes is a Development Manager at the Windsor Fellowship. She has published and presented numerous articles and conference papers on issues such as Black female and male adolescence and the raising of ethnic minority pupil achievement. Alex McGlaughlin is Associate Head, Department of Social Sciences and Reader in Psychology at the Nottingham Trent University. His teaching and research in Human Development has resulted in publications of infant crying, stress and stimulation in childhood and exclusion from school.

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