The Resource Pushed to the edge : inclusion and behaviour support in schools, Val Gillies
Pushed to the edge : inclusion and behaviour support in schools, Val Gillies
Resource Information
The item Pushed to the edge : inclusion and behaviour support in schools, Val Gillies represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of San Diego Libraries.This item is available to borrow from 1 library branch.
Resource Information
The item Pushed to the edge : inclusion and behaviour support in schools, Val Gillies represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of San Diego Libraries.
This item is available to borrow from 1 library branch.
- Summary
- In recent years, a little-noted policy has dramatically transformed - for the worse - the experience of schooling in the United Kingdom for a large number of young people. Internal behavior support units, which ostensibly serve to help manage and improve problematic behavior in students, have been installed in schools throughout the nation, with the result that large numbers of young people are removed from mainstream classrooms for long periods to undergo rehabilitative programs that operate with little oversight. Making use of the insights of young people experiencing these units, this book offers a detailed analysis and critique of this approach, and it should prompt sharp questions from parents, educators, and policy makers alike around issues of social justice, equal opportunities, and institutional racism
- Language
- eng
- Extent
- 1 online resource
- Contents
-
- PUSHED TO THE EDGE -- Contents -- Acknowledgements -- 1. Disciplining pupils: from exclusion to 'inclusion' -- The rise of the behaviour support unit -- A British school to prison pipeline? -- Back to the future: building character -- Punishing the poor -- Research, aims and ethics -- Structure of the book -- 2. An ethnography of 'inclusion': reflecting on the research process -- Minding the gap: moving from theory to practice -- Scoping Hailingbrooke -- From participant observation to groupwork -- Broadening the focus -- Gravensdale School -- Meedham Girls -- Acting into context?
- 3. Contextualising challenging behaviour -- Separate and different -- Personalising inclusion: vulnerability and resilience -- Connectedness and separation -- Transnational ruptures: migrant experiences -- Violence and vulnerability -- Foregrounding the social and structural -- 4. Damaged boys, needy girls -- At risk of being risky -- 'Emotional behavioural deficiency': Damaged goods? -- Anger issues -- Contextualising anger -- Developmental deficits: challenging girls -- 5. Dynamics of disadvantage: race, gender and class -- Gravensdale: Not racist but ... -- 'Do you want to be in this school?'
- Invisible racism -- Gender hierarchies and sexual violence -- Class, distinction and the case of Ethan -- 6. 'Yo momma ... ': foregrounding families -- Blaming the parents -- Reaching parents: the centrality of mothers -- Family first -- Situated parenting: fighting your kid's corner -- Minding the gap -- Parenting, police and criminalisation -- Gendering parenting -- 7. "Ain't doing tramp's work": educational marginalisation and imagined futures -- Uncertain futures -- Valuing education: learning and labour -- Dirty money: weighing up the options -- Aspirational girls -- Keeping it in the family
- Transcending aspiration: hopes and dreams -- 8. The politics of exclusion -- We need to talk about race -- Post-feminism and gendered power relations -- Beyond critical pedagogy -- Values beyond value -- References -- Index
- Isbn
- 9781447317500
- Label
- Pushed to the edge : inclusion and behaviour support in schools
- Title
- Pushed to the edge
- Title remainder
- inclusion and behaviour support in schools
- Statement of responsibility
- Val Gillies
- Subject
-
- EDUCATION -- Organizations & Institutions
- Educational equalization
- Educational equalization -- Great Britain
- Electronic books
- Great Britain
- EDUCATION -- Administration | General
- Inclusive education -- Great Britain
- School management and organization
- School management and organization -- Great Britain
- Inclusive education
- EDUCATION -- General
- Language
- eng
- Summary
- In recent years, a little-noted policy has dramatically transformed - for the worse - the experience of schooling in the United Kingdom for a large number of young people. Internal behavior support units, which ostensibly serve to help manage and improve problematic behavior in students, have been installed in schools throughout the nation, with the result that large numbers of young people are removed from mainstream classrooms for long periods to undergo rehabilitative programs that operate with little oversight. Making use of the insights of young people experiencing these units, this book offers a detailed analysis and critique of this approach, and it should prompt sharp questions from parents, educators, and policy makers alike around issues of social justice, equal opportunities, and institutional racism
- Cataloging source
- N$T
- http://library.link/vocab/creatorName
- Gillies, Val
- Index
- index present
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- http://library.link/vocab/subjectName
-
- Inclusive education
- Educational equalization
- School management and organization
- EDUCATION
- EDUCATION
- EDUCATION
- Educational equalization
- Inclusive education
- School management and organization
- Great Britain
- Label
- Pushed to the edge : inclusion and behaviour support in schools, Val Gillies
- Antecedent source
- unknown
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- PUSHED TO THE EDGE -- Contents -- Acknowledgements -- 1. Disciplining pupils: from exclusion to 'inclusion' -- The rise of the behaviour support unit -- A British school to prison pipeline? -- Back to the future: building character -- Punishing the poor -- Research, aims and ethics -- Structure of the book -- 2. An ethnography of 'inclusion': reflecting on the research process -- Minding the gap: moving from theory to practice -- Scoping Hailingbrooke -- From participant observation to groupwork -- Broadening the focus -- Gravensdale School -- Meedham Girls -- Acting into context?
- 3. Contextualising challenging behaviour -- Separate and different -- Personalising inclusion: vulnerability and resilience -- Connectedness and separation -- Transnational ruptures: migrant experiences -- Violence and vulnerability -- Foregrounding the social and structural -- 4. Damaged boys, needy girls -- At risk of being risky -- 'Emotional behavioural deficiency': Damaged goods? -- Anger issues -- Contextualising anger -- Developmental deficits: challenging girls -- 5. Dynamics of disadvantage: race, gender and class -- Gravensdale: Not racist but ... -- 'Do you want to be in this school?'
- Invisible racism -- Gender hierarchies and sexual violence -- Class, distinction and the case of Ethan -- 6. 'Yo momma ... ': foregrounding families -- Blaming the parents -- Reaching parents: the centrality of mothers -- Family first -- Situated parenting: fighting your kid's corner -- Minding the gap -- Parenting, police and criminalisation -- Gendering parenting -- 7. "Ain't doing tramp's work": educational marginalisation and imagined futures -- Uncertain futures -- Valuing education: learning and labour -- Dirty money: weighing up the options -- Aspirational girls -- Keeping it in the family
- Transcending aspiration: hopes and dreams -- 8. The politics of exclusion -- We need to talk about race -- Post-feminism and gendered power relations -- Beyond critical pedagogy -- Values beyond value -- References -- Index
- Control code
- ocn945552523
- Dimensions
- unknown
- Extent
- 1 online resource
- File format
- unknown
- Form of item
- online
- Isbn
- 9781447317500
- Level of compression
- unknown
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Note
- JSTOR
- http://library.link/vocab/ext/overdrive/overdriveId
-
- 907624
- 22573/ctt1t6zkz3
- Quality assurance targets
- not applicable
- Reformatting quality
- unknown
- Sound
- unknown sound
- Specific material designation
- remote
- System control number
- (OCoLC)945552523
- Label
- Pushed to the edge : inclusion and behaviour support in schools, Val Gillies
- Antecedent source
- unknown
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- PUSHED TO THE EDGE -- Contents -- Acknowledgements -- 1. Disciplining pupils: from exclusion to 'inclusion' -- The rise of the behaviour support unit -- A British school to prison pipeline? -- Back to the future: building character -- Punishing the poor -- Research, aims and ethics -- Structure of the book -- 2. An ethnography of 'inclusion': reflecting on the research process -- Minding the gap: moving from theory to practice -- Scoping Hailingbrooke -- From participant observation to groupwork -- Broadening the focus -- Gravensdale School -- Meedham Girls -- Acting into context?
- 3. Contextualising challenging behaviour -- Separate and different -- Personalising inclusion: vulnerability and resilience -- Connectedness and separation -- Transnational ruptures: migrant experiences -- Violence and vulnerability -- Foregrounding the social and structural -- 4. Damaged boys, needy girls -- At risk of being risky -- 'Emotional behavioural deficiency': Damaged goods? -- Anger issues -- Contextualising anger -- Developmental deficits: challenging girls -- 5. Dynamics of disadvantage: race, gender and class -- Gravensdale: Not racist but ... -- 'Do you want to be in this school?'
- Invisible racism -- Gender hierarchies and sexual violence -- Class, distinction and the case of Ethan -- 6. 'Yo momma ... ': foregrounding families -- Blaming the parents -- Reaching parents: the centrality of mothers -- Family first -- Situated parenting: fighting your kid's corner -- Minding the gap -- Parenting, police and criminalisation -- Gendering parenting -- 7. "Ain't doing tramp's work": educational marginalisation and imagined futures -- Uncertain futures -- Valuing education: learning and labour -- Dirty money: weighing up the options -- Aspirational girls -- Keeping it in the family
- Transcending aspiration: hopes and dreams -- 8. The politics of exclusion -- We need to talk about race -- Post-feminism and gendered power relations -- Beyond critical pedagogy -- Values beyond value -- References -- Index
- Control code
- ocn945552523
- Dimensions
- unknown
- Extent
- 1 online resource
- File format
- unknown
- Form of item
- online
- Isbn
- 9781447317500
- Level of compression
- unknown
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Note
- JSTOR
- http://library.link/vocab/ext/overdrive/overdriveId
-
- 907624
- 22573/ctt1t6zkz3
- Quality assurance targets
- not applicable
- Reformatting quality
- unknown
- Sound
- unknown sound
- Specific material designation
- remote
- System control number
- (OCoLC)945552523
Subject
- EDUCATION -- Organizations & Institutions
- Educational equalization
- Educational equalization -- Great Britain
- Electronic books
- Great Britain
- EDUCATION -- Administration | General
- Inclusive education -- Great Britain
- School management and organization
- School management and organization -- Great Britain
- Inclusive education
- EDUCATION -- General
Genre
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.sandiego.edu/portal/Pushed-to-the-edge--inclusion-and-behaviour/uUd1aQrMcWM/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.sandiego.edu/portal/Pushed-to-the-edge--inclusion-and-behaviour/uUd1aQrMcWM/">Pushed to the edge : inclusion and behaviour support in schools, Val Gillies</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.sandiego.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.sandiego.edu/">University of San Diego Libraries</a></span></span></span></span></div>
