The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body.
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| Title: | The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body. |
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| Authors: | Duffy, Gavin, Gallagher, Tony, Lundy, Laura, Robinson, Gareth, Templeton, Michelle |
| Source: | Oxford Review of Education. Dec2024, Vol. 50 Issue 6, p876-892. 17p. |
| Subjects: | Exclusion from school, Alternative education, Economics, Student suspension, Student expulsion, Alternative approaches in education, Government policy |
| Geographic Terms: | Northern Ireland |
| Abstract: | This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8), and staff from Education Other Than at School (EOTAS) Centres (n = 4) who provide alternative education for young people who have been permanently excluded from mainstream schools or who have social, emotional, behavioural and well-being needs that cannot be met in mainstream schools. The study used qualitative data from individual and small group interviews and focus groups with the stakeholders mentioned above. School exclusion has been under-researched in Northern Ireland and this paper addresses this gap. Additionally, official exclusion data point to relatively low levels of temporary and permanent exclusions compared with the other jurisdictions of the UK, though why this is so remains unclear. The analysis draws attention to the use and prevalence of informal or unofficial school exclusions; claims of limited official support for schools; restricted collaboration between mainstream schools and alternative education; and a general consensus around limited resources to support pupils at risk and to train teachers. [ABSTRACT FROM AUTHOR] |
| Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 180231319 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Duffy%2C+Gavin%22">Duffy, Gavin</searchLink><br /><searchLink fieldCode="AR" term="%22Gallagher%2C+Tony%22">Gallagher, Tony</searchLink><br /><searchLink fieldCode="AR" term="%22Lundy%2C+Laura%22">Lundy, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Robinson%2C+Gareth%22">Robinson, Gareth</searchLink><br /><searchLink fieldCode="AR" term="%22Templeton%2C+Michelle%22">Templeton, Michelle</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Oxford+Review+of+Education%22">Oxford Review of Education</searchLink>. Dec2024, Vol. 50 Issue 6, p876-892. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Exclusion+from+school%22">Exclusion from school</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+education%22">Alternative education</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+suspension%22">Student suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Student+expulsion%22">Student expulsion</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+approaches+in+education%22">Alternative approaches in education</searchLink><br /><searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Northern+Ireland%22">Northern Ireland</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper examines the context of school exclusion in Northern Ireland. In doing so, we explore the political economy of exclusion, focusing in particular on the intersection of perspectives between four key stakeholder groups: principals (n = 7) and teachers (n = 31) in mainstream schools, representatives from an official education body (n = 8), and staff from Education Other Than at School (EOTAS) Centres (n = 4) who provide alternative education for young people who have been permanently excluded from mainstream schools or who have social, emotional, behavioural and well-being needs that cannot be met in mainstream schools. The study used qualitative data from individual and small group interviews and focus groups with the stakeholders mentioned above. School exclusion has been under-researched in Northern Ireland and this paper addresses this gap. Additionally, official exclusion data point to relatively low levels of temporary and permanent exclusions compared with the other jurisdictions of the UK, though why this is so remains unclear. The analysis draws attention to the use and prevalence of informal or unofficial school exclusions; claims of limited official support for schools; restricted collaboration between mainstream schools and alternative education; and a general consensus around limited resources to support pupils at risk and to train teachers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=180231319 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03054985.2024.2390916 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 876 Subjects: – SubjectFull: Exclusion from school Type: general – SubjectFull: Alternative education Type: general – SubjectFull: Economics Type: general – SubjectFull: Student suspension Type: general – SubjectFull: Student expulsion Type: general – SubjectFull: Alternative approaches in education Type: general – SubjectFull: Government policy Type: general – SubjectFull: Northern Ireland Type: general Titles: – TitleFull: The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Duffy, Gavin – PersonEntity: Name: NameFull: Gallagher, Tony – PersonEntity: Name: NameFull: Lundy, Laura – PersonEntity: Name: NameFull: Robinson, Gareth – PersonEntity: Name: NameFull: Templeton, Michelle IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03054985 Numbering: – Type: volume Value: 50 – Type: issue Value: 6 Titles: – TitleFull: Oxford Review of Education Type: main |
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