Achieving Zero Permanent Exclusions from School, Social Justice and Economy

Autor/in	Parsons, Carl
Titel	Achieving Zero Permanent Exclusions from School, Social Justice and Economy
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 52 (2010) 3, S.395-404 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.2304/forum.2010.52.3.395
Schlagwörter	Social Justice; Educational Environment; Access to Education; Equal Education; Inclusion; Foreign Countries; School Districts; Social Change; Politics of Education; Disabilities; Special Needs Students; Racial Differences; Socioeconomic Status; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Ausland; School district; Schulbezirk; Sozialer Wandel; Educational policy; Bildungspolitik; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Großbritannien
Abstract	Zero exclusion schools are possible. More realistically, clusters of schools, with support, coordination and brokering by the local authority (LA) or through local partnerships, can organise and sustain an inclusive educational community. Exclusion from school is a quiet mockery of "Every Child Matters." Even with the coalition government's abandonment of the requirements for local attendance and behaviour partnerships (due to be in place from September, 2010) and even with the Academies Act in place, it still makes sense in terms of social justice, educational and child support and saving money to reduce exclusions. This article looks at the social justice case through secondary data and reports research and action about how committed local authorities along with their communities can successfully reduce or eliminate permanent exclusions. All political persuasions can sign up to this and prevent harm which is experienced disproportionately by some groups. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10