PUSHED TO THE EDGE

Contents

Acknowledgements

1. Disciplining pupils: from exclusion to ‘inclusion’

The rise of the behaviour support unit

A British school to prison pipeline?

Back to the future: building character

Punishing the poor

Research, aims and ethics

Structure of the book

2. An ethnography of ‘inclusion’: reflecting on the research process

Minding the gap: moving from theory to practice

Scoping Hailingbrooke

From participant observation to groupwork

Broadening the focus – Gravensdale School

Meedham Girls

Acting into context?

3. Contextualising challenging behaviour

Separate and different

Personalising inclusion: vulnerability and resilience

Connectedness and separation

Transnational ruptures: migrant experiences

Violence and vulnerability

Foregrounding the social and structural

4. Damaged boys, needy girls

At risk of being risky

‘Emotional behavioural deficiency’: Damaged goods?

Anger issues

Contextualising anger

Developmental deficits: challenging girls

5. Dynamics of disadvantage: race, gender and class

Gravensdale: Not racist but…

‘Do you want to be in this school?’

Invisible racism

Gender hierarchies and sexual violence

Class, distinction and the case of Ethan

6. ‘Yo momma …’: foregrounding families

Blaming the parents

Reaching parents: the centrality of mothers

Family first

Situated parenting: fighting your kid’s corner

Minding the gap

Parenting, police and criminalisation

Gendering parenting

7. “Ain’t doing tramp’s work”: educational marginalisation and imagined futures

Uncertain futures

Valuing education: learning and labour

Dirty money: weighing up the options

Aspirational girls

Keeping it in the family

Transcending aspiration: hopes and dreams

8. The politics of exclusion

We need to talk about race

Post-feminism and gendered power relations

Beyond critical pedagogy

Values beyond value

References

Index