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ERIC Number: EJ1382292
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-2752
EISSN: EISSN-1741-2692
English Schooling and Little e and Big E Exclusion: What's Equity Got to Do with It?
Mills, Martin; Thomson, Pat
Emotional & Behavioural Difficulties, v27 n3 p185-198 2022
It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a 'root and branch' policy review. Drawing on Carol Bacchi's 'What's the problem?' approach, we use the project brief and the changing texts that we wrote to show that, while we began reviewing literature with a generous definition of exclusion, our focus progressively narrowed to encompass only the literatures that fitted with the pre-existing policy definition. Our story shows that a need to focus on big E Exclusion policy eliminated insights about little e exclusion, in particular how wider social relations and the school itself were implicated. The case raises critical questions about how policy evidence about exclusion is produced -- and limited.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); Australia
Grant or Contract Numbers: N/A