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‘What's a fixed-term exclusion, Miss?’ Students' perspectives on a disciplinary inclusion room in England

Gilmore, Gwen (2013) ‘What's a fixed-term exclusion, Miss?’ Students' perspectives on a disciplinary inclusion room in England. British Journal of Special Education, 40 (3). pp. 106-113. ISSN 1467-8578 (online)

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Abstract

Marginalised students in education are often formally excluded and further disadvantaged by school disciplinary approaches. This leads to school behaviour codes not being followed by students. This result is often linked to individualised student disciplinary responses. Further, formal student exclusion from schools remains a controversial international practice driven by eclectic government policy. Yet there is limited research on student perspectives within debates on the value of interventions designed to reduce fixed-term exclusion and promote children's participation in education. This study, by Gwen Gilmore of the College of Education at Victoria University, Melbourne, presents the perspectives of five Year 8 and 9 students who participated in a disciplinary inclusion room designed to reduce fixed-term exclusion in a secondary school located in England. The research methodology is framed by a cultural historical activity theory approach, and mixed methods reported include document analysis and student interviews. Students stated that the disciplinary inclusion room enabled them to continue their learning and that this discipline model complemented the processes of education. These students' perspectives challenge recent narratives on disciplinary provision and provide possibilities for schools to consider how discipline can be organised towards practices that are more inclusionary and potentially educative.

Item Type: Article
Uncontrolled Keywords: fixed-term exclusion, inclusion room (IR), student perspective, cultural historical activity theory (CHAT)
Subjects: FOR Classification > 1303 Specialist Studies in Education
FOR Classification > 1605 Policy and Administration
Faculty/School/Research Centre/Department > College of Education
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Depositing User: VUIR
Date Deposited: 14 Nov 2013 01:16
Last Modified: 10 Nov 2017 03:31
URI: http://vuir.vu.edu.au/id/eprint/22392
DOI: https://doi.org/10.1111/1467-8578.12029
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Citations in Scopus: 0 - View on Scopus

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