"Slappers like You Don't Belong in This School": The Educational Inclusion/Exclusion of Pregnant Schoolgirls

Autor/inn/en	Vincent, Kerry; Thomson, Pat
Titel	"Slappers like You Don't Belong in This School": The Educational Inclusion/Exclusion of Pregnant Schoolgirls
Quelle	In: International Journal of Inclusive Education, 14 (2010) 4, S.371-385 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Females; Pregnancy; Educational Change; Foreign Countries; Educational Policy; Public Policy; Early Parenthood; Adolescents; Interviews; Personal Narratives; Social Influences; Cultural Influences; Secondary School Students; Educational Environment; Social Attitudes; Teacher Attitudes; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schwangerschaft; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Öffentliche Ordnung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interviewing; Interviewtechnik; Erlebniserzählung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social attidude; Soziale Einstellung; Lehrerverhalten; Großbritannien
Abstract	Policy in England identifies pregnant schoolgirls as a particularly vulnerable group and emphasises the importance of education as a way of improving the life chances of those who become pregnant while young. This paper draws on repeat interviews conducted over a twelve-month period to compare and contrast the stories of four young women. The narratives show that despite a common policy framework, there is great variability between schools in staff attitudes towards and responses to pupil pregnancy which produce different accommodations and support for pregnant girls, and seem likely to produce very different outcomes. We mobilise Iris Marion Young's five faces of oppression to conduct a second reading of the stories. This situates the specificity of the girls' school experiences into a wider socio-cultural and economic framing and indicates what might be involved in actually initiating and implementing the kinds of changes that the first "face value" reading suggests are necessary. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10