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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.
This book investigates the systemic oversight of girls' educational underachievement and the inadequacy of current definitions regarding school exclusion. Authors Audrey Osler and Kerry Vincent, both established scholars in education and social policy, utilize a combination of qualitative interviews with disaffected youth and professional observations to challenge the prevailing myth that girls are universally succeeding in modern school systems. They argue that current policy frameworks fail to account for the nuanced ways girls experience exclusion, such as self-exclusion, truancy, and dropout related to pregnancy, necessitating a broader re-evaluation of educational inclusion strategies.
What You Will Find
Experts and educators recognize this work as a significant contribution to the discourse on gender-based educational disparities. Readers frequently note the clarity with which the authors bridge the gap between academic theory and practical policy recommendations for school administrators.
Page Count:
224
Publication Date:
2003-01-01
Publisher:
Routledge
ISBN-10:
0203465202
ISBN-13:
9780203465202
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