Girls and Exclusion: Rethinking the Agenda

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9780415303163: Girls and Exclusion: Rethinking the Agenda

The widespread view that girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls.

This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy.

Drawing on girls' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally.

The book is essential reading for postgraduate students, teachers, policy-makers and LEA staff dedicated to genuine social and educational inclusion.

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About the Author:

Professor Audrey Osler is Director of Research in the School of Education and Director of the Centre for Citizenship Studies at the University of Leicester.

Kerry Vincent is Research Fellow at the Centre for Citizenship Studies in Education, University of Leicester.

Review:

Times Educational Supplement Book of the Week:
'As head of a school that is serious about educational inclusion, I found this book relevant and to the point, addressing many of the issues we face daily.'
- Irene Dalton

'This important contribution to the discussion on school exclusion begins to address the imbalance in attention paid to exclusion of girls and the serious consequences of this exclusion for girls and for their communities.' - Youth Studies Australia

'an accessible, clearly written and engaging book that should constitute a useful resource for a range of readers working within a variety of contexts.' - British Journal of Sociology of Education

'The book succeeds in making visible some of the complex underlying causes of girls 'exclusion' from schooling, including racism and psychological bullying, which have been over-looked by many professionals and policy makers. It is essential reading for all who are committed to developing inclusive schools that are more effective for all pupils.' - Research Papers in Education

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Book Description Taylor Francis Ltd, United Kingdom, 2003. Paperback. Book Condition: New. New.. Language: English . Brand New Book ***** Print on Demand *****. The widespread view that girls are succeeding in education and are therefore not a problem is a myth. By drawing directly on girls own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls. This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy. Drawing on girls own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally. The book is essential reading for postgraduate students, teachers, policy-makers and LEA staff dedicated to genuine social and educational inclusion. Bookseller Inventory # AAV9780415303163

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Book Description Taylor Francis Ltd, United Kingdom, 2003. Paperback. Book Condition: New. New.. Language: English . Brand New Book ***** Print on Demand *****.The widespread view that girls are succeeding in education and are therefore not a problem is a myth. By drawing directly on girls own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls. This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy. Drawing on girls own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally. The book is essential reading for postgraduate students, teachers, policy-makers and LEA staff dedicated to genuine social and educational inclusion. Bookseller Inventory # AAV9780415303163

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