Exclusion from school: A study of practice in England

Daniels, Harry

dc.creator	Daniels, Harry
dc.date	2011-07-01
dc.date.accessioned	2021-05-19T19:40:01Z
dc.date.accessioned	2023-03-10T16:54:47Z
dc.date.available	2021-05-19T19:40:01Z
dc.date.available	2023-03-10T16:54:47Z
dc.identifier	http://sinectica.iteso.mx/index.php/SINECTICA/article/view/112
dc.identifier.uri	https://hdl.handle.net/20.500.12032/69648
dc.description	This article draws on data gathered in a 2 year UK government funded followup study of secondary school children who were permanently excluded from school and who did not return to mainstream settings. It reflects on recent debates concerning different forms of social exclusion and considers what forms of service provision might prevent the multiple and overlapping forms of disadvantage that characterise ‘deep exclusion’. This reflection is set in the context of recent policy moves in England which seek to promote practices of ‘joined up’ or interagency working. It is argued that more attention should be focussed on the organisational climate in which professionals in Children’s Services operate. This, it is argued may make it possible to form meaningful relations and patterns of communication that join the services around the young people rather than be constrained by narrow targets that up until now have regulated professional action in the separate agencies that are now, supposedly unified, in Children’s Services.	en-US
dc.description	This article draws on data gathered in a 2 year UK government funded followup study of secondary school children who were permanently excluded from school and who did not return to mainstream settings. It reflects on recent debates concerning different forms of social exclusion and considers what forms of service provision might prevent the multiple and overlapping forms of disadvantage that characterise ‘deep exclusion’. This reflection is set in the context of recent policy moves in England which seek to promote practices of ‘joined up’ or interagency working. It is argued that more attention should be focussed on the organisational climate in which professionals in Children’s Services operate. This, it is argued may make it possible to form meaningful relations and patterns of communication that join the services around the young people rather than be constrained by narrow targets that up until now have regulated professional action in the separate agencies that are now, supposedly unified, in Children’s Services.	es-ES
dc.format	application/pdf
dc.format	application/html
dc.language	eng
dc.publisher	Sinéctica	en-US
dc.publisher	Sinéctica	es-ES
dc.publisher	Sinéctica	pt-BR
dc.relation	http://sinectica.iteso.mx/index.php/SINECTICA/article/view/112/105
dc.relation	http://sinectica.iteso.mx/index.php/SINECTICA/article/view/112/910
dc.rights	Derechos de autor 2015 Sinéctica, revista electrónica de educación	es-ES
dc.rights	http://creativecommons.org/licenses/by-nc-nd/4.0	es-ES
dc.source	Sinéctica; No 37 (2011): Dilemas, tensiones y contradicciones axiológicas en la formación	en-US
dc.source	Sinéctica; Núm. 37 (2011): Dilemas, tensiones y contradicciones axiológicas en la formación	es-ES
dc.source	Sinéctica; n. 37 (2011): Dilemas, tensiones y contradicciones axiológicas en la formación	pt-BR
dc.source	2007-7033
dc.source	1665-109X
dc.title	Exclusion from school: A study of practice in England	en-US
dc.title	Exclusion from school: A study of practice in England	es-ES
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion

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