Caslin, Marie (2014) Behaviour, emotion and social attitudes: the education of 'challenging' pupils. In: Changing social attitudes toward disability: perspectives from historical, cultural and educational studies. Routledge, Abingdon. ISBN 9781138216051
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This chapter is premised by the belief that in the United Kingdom pupils deemed challenging are subject to a disablist education system that has been strategically determined by adults. This system works to remove the pupils from mainstream education through a process of segregation, where they are placed in so-called special schools, or through exclusion, where they are placed in an alternative provision (Booth, 1996; DfE, 2010). The literature on this topic makes plain that, for these young people, placement into educational settings is difficult (Ofsted, 1999). The pupils often face chaotic educational journeys during which they encounter and experience a wide range of educational provisions (Pirrie and Macleod, 2009; Gazeley, 2010; Pirrie et al., 2011). So although for many years the government has focused on raising standards in schools, it is my contention that what many young people experience is a utilitarian approach to education that is centered on the target setting agenda (Adams, 2008). I illustrate that, despite the rhetoric and moves to more inclusive practices, little room exists for those deemed challenging (Carrington, 1999). That is to say, the adoption of the utilitarian approach leads to ‘undesirable’ pupils being excluded for the greater good of the school. Indeed, in addition to employing formal mechanisms of exclusion, schools have found unofficial (often illegal) methods to remove this group of young people.
| Item Type: | Book Section |
|---|---|
| Faculty / Department: | Faculty of Education and Social Sciences > School of Social Sciences |
| Depositing User: | Susan Blagbrough |
| Date Deposited: | 26 Feb 2016 16:02 |
| Last Modified: | 21 Nov 2022 11:58 |
| URI: | https://hira.hope.ac.uk/id/eprint/742 |
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