Girls and Exclusion

Osler, Audrey; Vincent, Kerry

doi:10.4324/9780203465202

Cited by 68 publications

(33 citation statements)

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“…Such approaches are also consistent with a range of initiatives, from active citizenship to school development planning, where genuine pupil engagement in decisions which directly affect them is being developed. These approaches are also consistent with legislation on human rights (Osler & Vincent, 2003). This is not to imply that if only schools had a positive ethos in which all pupils actively participated in decision-making, then there would be no disruption and no exclusion.…”

Section: (Chris Project 3)supporting

confidence: 56%

Exclusion and excluded pupils

Munn

Lloyd

2005

British Educational Res J

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The voices of pupils excluded from school for disciplinary reasons are infrequently heard. This article draws together the views of a small sample of pupils, gathered over three separate projects, and identifies common themes. The pupils' voices are reported in the more general context of the role of schools in promoting social inclusion and in a review of patterns of disciplinary exclusion in Scotland. The article concludes that, while many individual schools and teachers try hard to sustain difficult and challenging pupils in mainstream school, the problems faced by both are intractable. The focus on school policy and practice distracts attention from broader social and economic problems requiring solutions.

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Section: (Chris Project 3)supporting

confidence: 56%

Exclusion and excluded pupils

Munn

Lloyd

2005

British Educational Res J

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“…Maybe it's because we keep with the kids who are not necessarily challenging in terms of their behaviour but challenging in terms of their personal and social issues. (PM2) Osler (2006;Osler and Vincent 2003) argues that the notion of exclusion is interpreted narrowly by schools and that girls virtually exclude themselves, slipping away from lessons and then school itself. They are then just literally written off by the school.…”

Section: Problems In Provisionmentioning

confidence: 98%

“…Here we report on three girls who participated in our research. We reveal how they were discursively marginalised, and managed their situation and experience exclusion differently from their male peers (Osler and Vincent 2003).…”

Section: Introductionmentioning

confidence: 98%

Girls and gender in alternative education provision

Russell

Thomson

2011

Ethnography and Education

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UK Government policy states that all young people aged 14Á19 are entitled to a broad and balanced curriculum, with access to 'personalised' education and training pathways. With boys currently leading the statistics on exclusion, girls' educational and social needs are often sidelined in alternative education provision, as the majority of education and training programmes are populated by and designed for boys. Drawing on ethnographic fieldwork from six alternative education provision sites located in the Midlands England, we argue that there are problems for girls with what's on offer, and with access and participation. We describe three girls and their discursive positions to reveal how gender is (re)produced and suggest a need for future research to investigate the experiences of girls in alternative education provision.

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“…She would get £20 cash for appearing in the ad and would be allowed to keep some of the clothes, which she feels is a good deal. At a first and casual glance, the difference between these two working 'futures'care assistant and model -might seem significant, but what is of course fundamentally significant is the similarity between two stereotypically gendered work opportunities in a given class context (see Gaskell, 1991;Skeggs, 1997;Osler and Vincent, 2003). We could add that both jobs are part-time: the first, two days a week, the second cash in hand and payment in kind for a few hours work at most, neither job would pay a living, still less a family wage.…”

Section: Work Family and Independent Citizenshipmentioning

confidence: 99%

Learning Selves And Citizenship: Gender And Youth Transitions

Hall¹,

Coffey²

2007

J. Soc. Pol.

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Discourses of citizenship have increasingly featured in social policies aimed at young people, particularly in relation to the promotion and crafting of 'active citizens'. The inclusion of citizenship education in school curricula, the Learning and Skills development agency post-16 citizenship development programme, and the recent Green Paper Youth Matters, all speak of instilling in young people the rights and responsibilities that come with citizenship. In this article we draw on empirical work on youth transitions to explore the ways in which citizenship is learnt and lived by young people themselves. The article draws on some of the models of citizenship identified by Lister et al. (2003) in their study on young people's perceptions of citizenship, particularly considering them in relation to the gendered experiences and realities of youth transitions to adulthoods.

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Girls and Exclusion

Cited by 68 publications

References 0 publications

Exclusion and excluded pupils

Exclusion and excluded pupils

Girls and gender in alternative education provision

Learning Selves And Citizenship: Gender And Youth Transitions

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