Theorising Exclusionary Pressures in Education

Elizabeth J. Done is Associate Professor in inclusion at the University of Plymouth, UK, and has published widely on in/exclusion in education.

• Chapter 1: Introduction.- Part 1: Exclusion: (Re)visiting Theory.- Chapter 2: Defectology as a Theory of Inclusion.- Chapter 3: Still Resisting After All These Years: Traditional Special Education Leadership’s  Fears of Inclusive Education in the USA.- Chapter 4: ‘Belonging’ and Inclusive Refugee Education.- Chapter 5: ‘In This Sense, We Use the Term Integration and Thus Implement the UNCRPD’: Theorising Exclusionary Pressures in Switzerla.- Chapter 6: Neoliberalisation and Logics of Practice in Alternative Provision.- Part II: Theorising In/Exclusionary Practices.- Chapter 7: Assigned Territories: On the Nexus of Diagnosing and Distancing in Inclusive Schools Through Goffman’s Lens.- Chapter 8: This Is What We Should (Not) Be Doing.- Chapter 9: Twice Exceptional Students in the Inclusive Education of the UK.- Chapter 10: Lost in Translation: When Differentiated Instruction Takes an Exclusionary Turn.- Chapter 11: ‘I Can’t Hear It’. Exploring In/Exclusionary Age-Appropriate Research with Young Children.- Chapter 12: The Digital Divide as an Exclusionary Pressure in Education.- Part III: Theorising Prejudicial Logics.- Chapter 13: ‘I Was Low-Key Disruptive, But Teachers Always Saw Me as Trouble’. Addressing Discipline Disparities of Black Girls in English Secondary Schools.- Chapter 14: Transforming Punitive Relations for Education Justice.- Chapter 15: Double Discrimination: A Feminist Poststructuralist Intersecting of Gender and Intellectual Disability in Education and Society.- Chapter 16: Exclusionary Practices in the Academic Journeys of Culturally Diverse Students in Southern Chile.- Chapter 17: First-In-Family Students in Australian Higher Education: Investigating Socioeconomic Status as an Exclusionary Pressure.- Chapter 18: Child as Accepted ‘Excluded Other’ in South African Schooling.