Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.666120
Title: The experience of exclusion from school, from the viewpoint of those excluded and the generality of pupils
Author: McCluskey, G.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2005
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Abstract:
The study is based on four secondary schools in one urban local authority area, using matched pairs of low and high excluding schools and focussed on direct contact with male and female pupils aged 13-15 years. The research design is underpinned by a commitment to the value of listening to pupils and a belief in their capacity to make worthwhile contributions to knowledge. There is an equal commitment to the view that accounts of experience are able to make a valid contribution to knowledge. Methods of data collection reflect these methodological considerations and also concerns that many young people in schools have little practice in speaking at length about their own personal experiences and perceptions without this being tied to curricular requirements. The design also recognises that there are few opportunities for pupils to demonstrate self-efficacy in schools and that within this there is a need to explore more closely the complexity in pupil/teacher and pupil/pupil power relations. The design, therefore, is constructed around a series of individual interviews and focus groups with young people which foreground the issues of access and consent and develop new groupwork-based approaches to take account of these important concerns. The findings explore perceptions of power and constructions of discipline. The evidence collected calls into question pervasive assumptions about the distinctions between disrupted and disruptive pupils and reveals much more of the complexity of pupil experience. The findings also raise questions about similarities in pupil experience across different schools. Overall, the young people’ reflections on the issues of exclusion raise an urgent set of broader questions about the aims, policy and practice of schools as institutions.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.666120  DOI: Not available
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