English Schooling and Little e and Big E Exclusion: What's Equity Got to Do with It?

Autor/inn/en	Mills, Martin; Thomson, Pat
Titel	English Schooling and Little e and Big E Exclusion: What's Equity Got to Do with It?
Quelle	In: Emotional & Behavioural Difficulties, 27 (2022) 3, S.185-198 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mills, Martin) ORCID (Thomson, Pat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2022.2092273
Schlagwörter	Foreign Countries; Suspension; Expulsion; Equal Education; Educational Policy; Policy Formation; Literature Reviews; Disproportionate Representation; Data Analysis; United Kingdom (England); Australia + Suchen Sie Ihr Suchwort? Ausland; Ausschluss; Schulausschluss; Relegation; Politics of education; Bildungspolitik; Politische Betätigung; Auswertung; Australien
Abstract	It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a 'root and branch' policy review. Drawing on Carol Bacchi's 'What's the problem?' approach, we use the project brief and the changing texts that we wrote to show that, while we began reviewing literature with a generous definition of exclusion, our focus progressively narrowed to encompass only the literatures that fitted with the pre-existing policy definition. Our story shows that a need to focus on big E Exclusion policy eliminated insights about little e exclusion, in particular how wider social relations and the school itself were implicated. The case raises critical questions about how policy evidence about exclusion is produced -- and limited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01