This book provides a compelling account and analysis of the delicate balance between power and resistance and the ways in which developing conceptions of 'self' must be entered into any theoretical model.
| Series Editor's Preface | ix | |
| Acknowledgements | xi | |
| 1 | Theoretical Overview | 1 |
| Background | 1 | |
| Educational Policy | 4 | |
| The Significance of 'Race', Gender, Class and Culture in Exclusion from School | 7 | |
| Deracialized Policy--Racializing Exclusions | 10 | |
| Methodology | 10 | |
| The Local Authority | 12 | |
| Structure of the Book | 12 | |
| 2 | School Ethos and the 'Value' of Exclusion | 15 |
| Introduction | 15 | |
| Institutional Contexts and Differences in Rates of Exclusion | 16 | |
| School Culture and Managerialism | 17 | |
| The Schools | 20 | |
| School A | 20 | |
| School B | 21 | |
| School C | 22 | |
| School D | 24 | |
| School E | 25 | |
| Opinions on Exclusion: Inclusive and Exclusive School Cultures | 25 | |
| The Concept of Punishment | 31 | |
| Conclusion | 35 | |
| 3 | Teachers and Pupils--Relationships of Power and Resistance | 37 |
| Introduction | 37 | |
| Understanding 'Resistance' | 38 | |
| Resistance, Contestation or Challenge? | 40 | |
| The Effect of Sanctions on Teacher-pupil Relationships | 42 | |
| Racializing Resistance | 46 | |
| The Shape of Racism within Schools | 50 | |
| Teacher Understandings of Resistance | 54 | |
| Understanding Racialized Resistances | 57 | |
| Conclusion | 62 | |
| 4 | Interrelations of 'Race' and Gender in School | 63 |
| Introduction | 63 | |
| School-based Genders | 65 | |
| Racializing Exclusion in the Image of Males | 66 | |
| The Production of School-based Genders--the Case of Masculinity | 70 | |
| Emulating Blackness | 73 | |
| Avoiding Stereotypes | 78 | |
| Conclusion | 81 | |
| 5 | Gendering 'Race' | 83 |
| Introduction | 83 | |
| 'Race' or Gender? | 84 | |
| Differential Experiences | 86 | |
| Power and Powerlessness | 91 | |
| Conclusion | 93 | |
| 6 | 'Race' and the Social Consequences of Exclusion | 95 |
| Introduction | 95 | |
| Educational Rights | 96 | |
| Definitions of 'Rights' within Education | 97 | |
| Securing Rights to Education | 98 | |
| Deja vu--Learning from the Past | 101 | |
| Social Justice and Responses to Racism | 103 | |
| Power, Culture and 'Racial' Misunderstanding | 108 | |
| Insiders and Outsiders: Black Pupils, Black Parents and the School | 108 | |
| Education, Education, Education | 109 | |
| Future Prospects for Excluded Children | 111 | |
| White Parents, Black Children | 113 | |
| A Return to the Social Analysis of Racism, Personal and Institutional | 116 | |
| Conclusion | 118 | |
| 7 | Future Prospects--Towards Inclusive Education for All | 120 |
| Introduction | 120 | |
| Changing Policy Considerations | 121 | |
| Empirical Implications | 122 | |
| Converging Views: Runnymede (1998), MacPherson (1999) and OFSTED (1999) | 127 | |
| Conclusion | 130 | |
| Concluding Implications | 131 | |
| References | 133 | |
| Index | 141 |
Overview
This book provides a compelling account and analysis of the delicate balance between power and resistance and the ways in which developing conceptions of 'self' must be entered into any theoretical model.