By Carl Parsons

Schooling, Exclusion and Citizenship offers a hard-hitting account of the realities of exclusion, interpreting the behaviour which generally leads to exclusion, and asks questions on a society which communally neglects these so much in want. everlasting exclusions from faculties proceed to upward push. As faculties compete with neighbouring colleges for 'good' scholars, managers and heads are settling on to exclude disruptive scholars who could impact institution image.The publication seems on the adventure of excluded little ones, the legislation regulating exclusion, the tasks of the LEAs, and specializes in prevention and early intervention ideas.

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Anthropologists have reported on the apparently less formalised, usually shorter, educational processes of less developed societies (Mead and Wolfenstein, 1955). Education is about the all-round development of the young and schooling has its part to play alongside the family, community, media and other formal and informal sources of learning. Disputes exist about how directive the civilising function should be and Archard (1993) usefully reviews the ‘libera-tion or caretaking’ thesis. There is an expectation that the family and school will see that a young person growing up acquires basic skills and knowledge and knows how to behave.

The speed with which local education authorities (LEAs) drew up statements of special educational needs, the availability of local authority support and schools’ capacity to vary the curriculum for special groups of pupils were all adversely affected. The centralisation of the curriculum, regular school inspection (originally four yearly—now six yearly), national assessment procedures at 7, 11, 14 and 16 with league table results both disciplined the education workforce and narrowed its role. This established a discourse within education in which the moral responsibility of schools was diminished as attainment in ‘subjects’ became the over-riding technical goal.

None Page 11 the less, it has been and remains the case that, as Eggleston has put it, ‘Success in competitive examinations is, for most people, an essential prelude to the legitimate exercise of power, responsibility and status throughout modern societies’ (1984:32). Dore argues credibly that schools are ‘testers rather than creators of talent’ (1976:30) and that ‘the teaching profession in Britain seeks to maintain the fiction that what counts is education, not pieces of paper’ (1976:502). Arguably the vocal, articulate, Galbraithian comfortable middle classes strive to maintain the kind of discriminating credentialling system which gives advantage to their children.

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