How inclusion became exclusion: policy, teachers and inclusive education

Done, Elizabeth J.; Andrews, Mandy

doi:10.1080/02680939.2018.1552763

Cited by 43 publications

(25 citation statements)

References 34 publications

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“…Rather, it is a matter of embracing the values which have informed the choice of research topic, tuning into a wavelength and turning up the volume such that, however, briefly, injustices can be recognised and felt (Done and Andrews, 2020). We have avoided visual metaphors, for example, MacLure's (2013) concept of data that stands out as shining or glowing in favour of an analogy that assumes a sentio (Done and Andrews, 2020), that is, the researcher as a sentient being who feels rather than simply cognitively processes data.…”

Section: Wavelength Methodologymentioning

confidence: 99%

“…It is not a question of rejecting ‘tired epistemologies’ (Lather, 2007, p. 70 cited in Mazzei and McCoy, 2010, p. 503) as we would argue that SENCos do need to be equipped to critically assess published research and, given their prescribed strategic role, to use statistical or numerical data in support of, for example, demands for additional resources. Rather, it is a matter of embracing the values which have informed the choice of research topic, tuning into a wavelength and turning up the volume such that, however, briefly, injustices can be recognised and felt (Done and Andrews, 2020). We have avoided visual metaphors, for example, MacLure’s (2013) concept of data that stands out as shining or glowing in favour of an analogy that assumes a sentio (Done and Andrews, 2020), that is, the researcher as a sentient being who feels rather than simply cognitively processes data.…”

Section: Wavelength Methodologymentioning

confidence: 99%

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Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos

Done¹,

Knowler²,

Warnes³

et al. 2021

Support for Learning

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This think piece argues for a novel qualitative methodology that permits social justice researchers, including National Award for Special Educational Needs Coordination students, to highlight the profound affects of exclusionary school practices for parents of children with SEN and/or disabilities (SEND). Such children are proportionately effected by these practices. The piece was prompted by multi-strand research into 'off rolling' (illegal exclusionary practices), in which 53 parents described the process through which their child was removed from roll and their relationship with the school's SEN coordinator (SENCo). A preview of the latter is given, which suggests that SENCos' capacity to influence senior leader decision making around exclusion can be limited. A 'wavelength methodology' permits the highlighting of moral injury and provokes difficult questions around school policy, discriminatory practices and SENCo efficacy in minimising exclusion of students with SEND.

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Section: Wavelength Methodologymentioning

confidence: 99%

Section: Wavelength Methodologymentioning

confidence: 99%

Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos

Done¹,

Knowler²,

Warnes³

et al. 2021

Support for Learning

Self Cite

View full text Add to dashboard Cite

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“…Within this discourse, special and sometimes also separate support practices are justified by the rights perspective, based on the argument that individual, targeted support forms the basis of educational equality (cf. Done & Andrews 2018;Niemi & Kurki 2014;Lalvani 2013;Arnesen et al 2007;Florian et al 2006). The main target of the current education policy, however, is to help and support students individually so that they can successfully manage their studies in mainstream educational contexts.…”

Section: Discourses On Supportmentioning

confidence: 99%

Educating self-governing learners and employees: studying, learning and pedagogical practices in the context of vocational education and its reform

Niemi

Jahnukainen

2019

Journal of Youth Studies

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“…Similarly, Anderson and Cohen (: 12) argue that neoliberal discourses foster conformity by appealing to our ‘deep frames’. These frames manifest as a ‘common sense’ of education comprising taken‐for‐granted and, therefore, uncontested assumptions (Popkewitz, : 443; Done & Andrews, ). Competitive individualism and the market order (competition in an ostensibly free market as the only viable means of resource allocation) are two such deeply rooted frames which imply enjoyment or gratification at outperforming others.…”

Section: Fabricating Professional Identitiesmentioning

confidence: 99%

Painful invisibilities: Roll management or ‘off‐rolling’ and professional identity

Done

Knowler

2019

British Educational Res J

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Off-rolling' is widely defined as the illegal removal of students from a school roll, unlike permanent exclusion, which involves sanctioned formal procedures. It is a practice that brings very different logics, political agendas, governmental imperatives and the associated matter of school leader professional identity into sharp relief. Deviant professional identities have already been discursively constituted, despite the current lack of research into the motivation of senior school leaders who engage in 'off-rolling'. This article draws on Foucault to explore tensions between a political standards and an inclusion agenda, and to consider how the professional identities of senior school leaders are shaped such that 'off-rolling' becomes possible. It is suggested that chronic underfunding of the inclusion agenda has combined with what England's Office for Standards in Education, Children's Services and Skills (Ofsted) now describes as an over-emphasis on academic performance to create unsustainable pressures on many senior school leaders. The descriptor 'contextual roll management' may therefore be more appropriate. The moral outrage which accompanies public and political discourse around 'off-rolling' is theorised with reference to Apple, Ball and Popkewitz. Such moral indignation distracts attention from the wider socio-political and economic context within which schools are now required to deliver academic progress and inclusion. We conclude the article by outlining key empirical questions that have yet to be addressed.

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How inclusion became exclusion: policy, teachers and inclusive education

Cited by 43 publications

References 34 publications

Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos

Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos

Educating self-governing learners and employees: studying, learning and pedagogical practices in the context of vocational education and its reform

Painful invisibilities: Roll management or ‘off‐rolling’ and professional identity

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