1. BAECS Year 2 Studies in Inclusion and Exclusion
Session 1: Introduction
Anna Carlile

2. Discuss Why did you choose ‘Studies in inclusion and exclusion’?
A time when you felt excluded
A time when you felt included
Nb A person is usually not wholly included or excluded; an institution is usually not wholly inclusive or exclusive

3. Placement within BA ECS
Building on the Culture and Identity Year I core module
deepen understanding of core theories and their application through an examination of a range of case studies
a focus on the experiences of young people

4. Assessment A 4500 word case study.
either a case study of a person who was excluded as a young person, or of an organisation or project that works to promote inclusion, or a combination of the two.
Include:
-an introduction, main section paragraphs and conclusion
-a description of a person or organisation, including their stories of inclusion and exclusion
-a discussion of the elements of inclusion and exclusion in the story of the person or organisation
-an explanation of your theoretical basis for analysis
-an application of the theory to analyse the data
The handing in date for the assessment of this course unit is:
1 May 2015
Further guidance will be provided on the assessment throughout the course.

5. Previous case studies submitted for assessment addressed:
Area
Study of
Methods
Institutional racism and individual/local authority relationships
A young man in foster care with special educational needs; the charity supporting him in gaining educational qualifications
Semi -structured interview; participant observation
anti-social behaviour policy and the youth justice system
a young man in prison; prison education, and how his school experiences linked with this
Interview; internet research
special educational needs
why a FE college was seen as the right place for one twin with SEN but her sister, who was designated G&T, was discouraged
Participant observation
gender and sexuality
case studies of a Greek man following his educational history; a Jewish lesbian and her relationship with her family
Life history
issues of faith and religion
case study of a young woman who dressed/acted differently to her sisters and was rejected by her family
Interviews

6. Sessions, tutors and guests
See Learn.gold

7. Introduction to critical analysis and case study
Through looking at the story of two boys from Chicago, we will begin to consider what we mean by ‘inclusion’ and ‘exclusion’, and will start to consider some of the issues around writing a case study.
We will also be talking to the text using IRAW

8. IRAW
Insight: Three one-sentence bullet-points that represent new understandings about the meaning or nature of the reading’s topic
Resource: One other idea from the course or another course that amplifies the reading: How does it help you to analyse the reading?
Application: a few sentences explaining how the reading can inform your further studies or work
Write and share

9. Referencing a book in your reference list
IRAW
Insight: Three one-sentence bullet-points that represent new understandings about the meaning or nature of the reading’s topic
Resource: One other idea from the course or another course that amplifies the reading: How does it help you to analyse the reading?
Application: a few sentences explaining how the reading can inform your further studies or work
Write and share
Referencing a book in your reference list
Jones, L; Newman, L and Isay, D (1997) Our America: Life and Death on the South Side of Chicago New York: Scribner [in the reader]

10. Some theory: ‘Weak’ and ‘strong’ versions of social exclusion
‘… a ‘weak’ version merely attempts to include the excluded; a ‘strong’ version addresses the mechanisms through which powerful constituencies exercise their capacity to exclude.’ (Macrae, S et al (2003:90))
Macrae, S et al (2003) ‘Social exclusion: exclusion from school’ International Journal of Inclusive Education 7(2 ): [in the Reader]
How might this quote apply to the way in which LeAlan and Lloyd were encouraged to tell their stories?

11. Power, inclusion and exclusion
‘…exclusion is a dynamic, social and complex process … forms of exclusion are managed and manipulated by those in positions of (relative) power; those who can dispense or withdraw support;... we want to draw attention to the capillaries of power that forge connections between the excluded and the excluders.’ (Macrae, S et al (2003:90))
What are the ‘capillaries of power’ in Lloyd and LeAlan’s lives? Who are the excluders?

12. What is social exclusion?
‘…if children are formally excluded from school, this can have implications that extend beyond schooling, to the capacity for these young people to participate fully in society later in life (Wright et al. 2000: 96) … Much of their disaffection with, and alienation from, education and training could be traced to problems, such as emotional, social or educational difficulties, that were inadequately appreciated or addressed during their years in primary education’ (Macrae et al. 1997: 90-91)
What issues in the lives of Lloyd and LeAlan have presented a risk of disaffection and alienation? What factors have kept them included? How have they kept themselves included?

13. Focussing on ‘the excluded’ or ‘the excluding’? The deficit model
‘… In relation to the crucial need to support children in school and to reduce the likelihood of exclusion… while innovations that work ‘on’ the children and on their personal, social and emotional difficulties are obviously essential, there is a need to ensure that the attitudes and perceptions of in-school professionals and powerful gatekeepers in the exclusion process are taken into consideration.’ Macrae, S et al (2003:99)
How might this affect the way you tell stories of inclusion and exclusion? What do we mean by ‘the deficit model’ and how can we challenge this?

14. Enjoy the course! For next week: read Print your Reader from the VLE
Carlile A (2009) ‘‘Bitchy girls and silly boys’: Gender and exclusion from school’ International Journal on School Disaffection 6:
[in the reader]
IRAW
IRAW
Insight: Three one-sentence bullet-points that represent new understandings about the meaning or nature of the reading’s topic
Resource: One other idea from the course or another course that amplifies the reading: How does it help you to analyse the reading?
Application: a few sentences explaining how the reading can inform your further studies or work
Write and share
Referencing a journal in your reference list