This book analyses the role played by schools themselves in the high rates of educational exclusion and dropping out that affects many European education systems. The author frames the analysis according to three aspects of justice – redistribution, recognition and care – to explore both how teachers explain and react to the processes of educational failure and early school leaving, and how young people make sense and cope with the same failures. Using extensive qualitative data from schools in the Barcelona area, the author analyses the impact of school segregation, methods for managing diversity and teaching expectations: and subsequently how they can contribute to the production and reproduction of the risks of failure and ESL in contemporary education systems. This book will be of interest and value to students and scholars of educational exclusion, as well as school leaders.
Table des matières
Chapter 1. Introduction.- Chapter 2. Analysing ESL from the perspective of educational exclusion.- Chapter 3. An analytical framework for understanding educational exclusion: excluded from what, how and who?.- Chapter 4. Exclusion as lack of redistribution: school segregation as a paradigm.- Chapter 5. Exclusion as lack of recognition: simplistic models for understanding and addressing diversity.- Chapter 6. Exclusion as lack of care: the importance of teacher expectations.- Chapter 7. Conclusions.
A propos de l’auteur
Aina Tarabini is Associate Professor in the Department of Sociology at the Autonomous University of Barcelona, Spain, and Researcher at the GEPS (Globalisation, Education and Social Policy) Research Centre, Spain. Her research focuses on educational inequalities, particularly on the study of youth dispositions, choices and transitions.
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