Admissions Policies and Risks to Equity and Educational Inclusion in the Context of School Reform in England

Autor/in	Rayner, Stephen M.
Titel	Admissions Policies and Risks to Equity and Educational Inclusion in the Context of School Reform in England
Quelle	In: Management in Education, 31 (2017) 1, S.27-32 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020616687699
Schlagwörter	Admission Criteria; Educational Policy; Educational Change; Foreign Countries; Standards; Equal Education; Correlation; Educational Practices; Admission (School); Values; Special Needs Students; Disabilities; Competition; Commercialization; Educational Opportunities; Barriers; Inclusion; Social Justice; Religious Education; Semi Structured Interviews; Secondary School Teachers; School Administration; School Personnel; United Kingdom (England) + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Politics of education; Bildungspolitik; Bildungsreform; Ausland; Standard; Korrelation; Bildungspraxis; Wertbegriff; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Wettkampf; Bildungsangebot; Bildungschance; Inklusion; Soziale Gerechtigkeit; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Schulpersonal
Abstract	Policy discourses in support of school reform in England have linked the objective of raising standards with that of tackling inequality. The assumption that a single policy strategy can tackle both objectives simultaneously is problematic. In this article, I examine issues of equity by studying admissions policy and practice. Drawing on a programme of interviews with the staff of a secondary school in England, I provide evidence of the interplay between policy discourses, the values and ethos of the school, and the professional practice of those who work there. Discussions and debates about the school's admissions policy reveal cognitive and ethical dilemmas relating to equity and educational inclusion, particularly in the case of children with special educational needs and disabilities. In a policy context that requires schools to operate in a regulated, competitive market, school leaders may reluctantly restrict opportunities for children who already face physical, educational and social challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01