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Who deserves help and who is bad? race and class in 'doing' school exclusion

Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

This article presents findings from qualitative research on school exclusion. The study was conducted in a Pupil Referral Unit (PRU), part of alternative education provision, in England. Mixed methods used included ethnographic approaches, drama-based group work, focus group discussions and interviews. Research participants were teenage boys (age 14 -16) and professionals including Teachers and Teaching Assistants (TAs). Data were analysed in multiple ways within a post structural framework, this included a participatory Data Sharing workshop with boys at the PRU and psycho social approaches. Intersectionality and post structural theories provide conceptual resources for the study. Key themes are: Situated context, boys’ creative practices through rap music and the phenomenon of parents sending their sons ‘back home’ outside the UK. The article highlights school exclusion as part of a wider global context of inequity and punishment in education. It offers nuanced insights from the raced and classed experience of exclusion.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 94-114 (21 pages)

Journal (Volume, Issue Number)

International Studies in Sociology of Education (Volume 34, Issue 1)

Publication milestones

  • Accepted/In press - 13/06/2024
  • Published - 20/06/2024

Publication status

Published - 20/06/2024

ISSN

0962-0214

Publication IDs

  • handle.net: 10547/626296
  • Scopus: 86000382914

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