By Chris Searle
A polemical yet well-researched research of the rules that are cau sing unacceptable degrees of exclusion in British fundamental and secondary faculties, fairly of black youngsters, from a well known academic campaigner. the writer presents a wealth of statistical details, including many case experiences of wrongly excluded teenagers. He additionally describes the assaults made on him by way of the NASUWT and native schooling authority in Sheffield, whilst he instituted a no exclusion coverage as a headteacher. The booklet argues that exclusions are symptomatic of a much wider tradition of social exclusion, and places ahead replacement regulations for facing tough scholars - regulations established, between different issues, on a attractiveness that emotions of exclusion usually give a contribution to the matter behaviour of scholars, and key activity of any college is to actively paintings for the inclusion of all its scholars.
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Extra info for An Exclusive Education: Race, Class and Exclusion in British Schools
Control of schools has been taken away from LEAs and teachers in a pincer movement that has seen power devolved upwards to government and downwards to governing bodies. Broadly speaking, curriculum control belongs to government, and day-to-day organisation to school governing bodies – although much of the devolution to governing bodies is rhetorical: the framework within which they operate is heavily policed. The centralisation of the curriculum and the institution of market processes each exert pressures which tend to make schools less inclusive.
The majority of the students were from working-class families, with the odd boy like myself from a lower-middle-class home, apparently being educated ‘below myself’. Yet I remember the teachers with immense admiration and respect. They were 33 AN EXCLUSIVE EDUCATION dedicated and hard-working – humorous and anecdotal in their classroom style – and because many of them had been emergency trained after active service during the war, their lessons were full of wartime experiences. The geography teacher, for example, served on submarines and laced his lessons with tales of the ocean depths.
I had always envisaged a comprehensive school as one which took and welcomed every child from its neighbourhood or catchment area. And having taken them in, it sought to keep them in through all circumstances, working with them to achieve all dimensions of human development and achievement. As Sivanandan was to put it years later in the preface of my book, Living Community, Living School, I felt that I was teaching to elicit ‘every conceivable possibility of the human mind and soul’, for children were indeed the ‘measure of our possibilities’.
An Exclusive Education: Race, Class and Exclusion in British Schools by Chris Searle