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Title: Comparative and ethnographic research on inclusion : the case of English and Greek secondary education
Author: Spandagou, Ilektra
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2002
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This thesis presents a comparative ethnographic exploration of inclusion in English and Greek secondary education, and at the same time it examines how comparative ethnographic research can be used for understanding inclusion. Inclusion is seen as inseparable from exclusion and both of them as relating to a citizenship and democratic discourse in education. Educational policy and practice in England and Greece are examined in a comparative way in an attempt to highlight how inclusive/exclusive discourses are both localised and part of an international discourse. The purposes of education in each socio-political and cultural context are examined in relation to knowledge/ability and disciplinelbehaviour discourses as presented in young people's representations of their student identities in mainstream schools. The concept of "frameworks of competence" is used to explore how participants in schools actively negotiate inclusion and exclusion.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Exclusion Education Sociology Human services