Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School

ISBN-13: 9781789975611 / Angielski / Miękka / 2021 / 330 str.

Lucy Wenham

Opis

This book gives a voice to a small group of students who are required to spend time in a school withdrawal-unit away from the mainstream classroom setting, most commonly following a period of sustained low-level disruption; students whoall too often feel that their voice is not heard

Recenzje

« This is a very timely book. It speaks for and with a group of young people who are all too often the forgotten outsiders of education. The stories told are tragic and poignant in equal measure. The consequences of neoliberal educational reform for vulnerable students as portrayed here are intolerable. This vibrant and committed book should be required reading for every policymaker and every teacher.» (Professor Stephen Ball)

«From its preface through to its conclusions of critical hope I was hooked by this powerful text. As a former teacher, Wenham writes with passion, integrity and scholarly authority on the consequences of disengagement from mainstream schooling. In championing a radically comprehensive education system, her work sits comfortably alongside Stenhouse, Fielding and Rudduck. For practitioners, policy makers and researchers this is an essential text.» (Professor Gerry Czerniawski)

Spis treści

CONTENTS: Motivation: Educational Inequality Is Still on the Rise Accompanied by Increased Instances of Marginalisation - The Study and Methodology - Transition: Going from Big Fish to Little Fish - Sets, Selections and Separations - The Effective Classroom: Likes and Dislikes - Barriers to Learning and How They Are Occasionally Overcome - Towards Tackling Marginalisation.

O autorze

Dr Lucy Wenham is a Lecturer in Education at the University of Bristol. She is interested in problems of educational disadvantage, marginalisation and exclusion and crucially also in exploring solutions involving discourse, agency and critical pedagogies. As a secondary school teacher in schools in challenging circumstances for over 15 years, much of her research is ethnographic, to allow the voices of the marginalised to shine through.