Pushed to the Edge: Inclusion and Behaviour Support in Schools
- Submitting institution
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The University of Westminster
- Unit of assessment
- 20 - Social Work and Social Policy
- Output identifier
- 9yq63
- Type
- A - Authored book
- DOI
-
-
- Publisher
- Policy Press
- ISBN
- 9781447317470
- Open access status
- Out of scope for open access requirements
- Month of publication
- April
- Year of publication
- 2016
- URL
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- Supplementary information
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- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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- Proposed double-weighted
- Yes
- Double-weighted statement
- This monograph is the culmination of 4 years of empirical research designed and conducted by Gillies to study internal exclusion practices in UK schools. It reports findings from a detailed critical analysis of inclusion policies and intensive ethnographic fieldwork lasting over three years with 12-15 year olds at risk of exclusion, their parents and teachers in three London comprehensive schools and is a key output from the ESRC funded study ‘Disruptive Behaviour in the Classroom: Exploring the Social Subjectivity of Disaffection’ led by Gillies and the subsequent ESRC follow-on award ‘Challenging Ideas of Disaffection: Maximising Policy and Practice Impact’.
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
