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The conditions for school successexamining educational exclusion and dropping out /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The conditions for school successby Aina Tarabini.
Reminder of title:	examining educational exclusion and dropping out /
Author:	Tarabini, Aina.
Published:	Cham :Springer International Publishing :2019.
Description:	xi, 111 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Educational sociology.
Online resource:	https://doi.org/10.1007/978-3-030-02523-6
ISBN:	9783030025236$q(electronic bk.)

The conditions for school successexamining educational exclusion and dropping out /
Tarabini, Aina.

The conditions for school successexamining educational exclusion and dropping out /[electronic resource] :by Aina Tarabini. - Cham :Springer International Publishing :2019. - xi, 111 p. :ill., digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. Analysing ESL from the perspective of educational exclusion -- Chapter 3. An analytical framework for understanding educational exclusion: excluded from what, how and who? -- Chapter 4. Exclusion as lack of redistribution: school segregation as a paradigm -- Chapter 5. Exclusion as lack of recognition: simplistic models for understanding and addressing diversity -- Chapter 6. Exclusion as lack of care: the importance of teacher expectations -- Chapter 7. Conclusions.

'Richly theorised and yet accessibly written, this book captures and sustains the reader's interest throughout. It combines a carefully, considered analysis of the causes and consequences of early school leaving with the powerful message that schools, and the societies they are part of, need to be working much harder to tackle inequalities.' -Professor Diane Reay, University of Cambridge, UK 'This book, going beyond the more common mechanical listing of correlates of early school leaving, is highly recommended for scholars and policymakers who want to get a more in-depth insight into the processes leading students to drop out from education unqualified. By taking a subjective approach in focusing on push mechanisms at the school level, considering as well teachers' and peers' role, this book convincingly presents early school leaving as an instrument of educational exclusion.' -Professor Mieke Van Houtte, Ghent University, Belgium This book analyses the role played by schools themselves in the high rates of educational exclusion and dropping out that affects many European education systems. The author frames the analysis according to three aspects of justice - redistribution, recognition and care - to explore both how teachers explain and react to the processes of educational failure and early school leaving, and how young people make sense and cope with the same failures. Using extensive qualitative data from schools in the Barcelona area, the author analyses the impact of school segregation, methods for managing diversity and teaching expectations: and subsequently how they can contribute to the production and reproduction of the risks of failure and ESL in contemporary education systems. This book will be of interest and value to students and scholars of educational exclusion, as well as school leaders. Aina Tarabini is Associate Professor in the Department of Sociology at the Autonomous University of Barcelona, Spain, and Researcher at the GEPS (Globalisation, Education and Social Policy) Research Centre, Spain. Her research focuses on educational inequalities, particularly on the study of youth dispositions, choices and transitions.

ISBN: 9783030025236$q(electronic bk.)

Standard No.: 10.1007/978-3-030-02523-6doiSubjects--Topical Terms:

287325
Educational sociology.

LC Class. No.: LC189 / .T373 2019

Dewey Class. No.: 370.1

The conditions for school successexamining educational exclusion and dropping out /
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505 0 $a Chapter 1. Introduction -- Chapter 2. Analysing ESL from the perspective of educational exclusion -- Chapter 3. An analytical framework for understanding educational exclusion: excluded from what, how and who? -- Chapter 4. Exclusion as lack of redistribution: school segregation as a paradigm -- Chapter 5. Exclusion as lack of recognition: simplistic models for understanding and addressing diversity -- Chapter 6. Exclusion as lack of care: the importance of teacher expectations -- Chapter 7. Conclusions.
520 $a 'Richly theorised and yet accessibly written, this book captures and sustains the reader's interest throughout. It combines a carefully, considered analysis of the causes and consequences of early school leaving with the powerful message that schools, and the societies they are part of, need to be working much harder to tackle inequalities.' -Professor Diane Reay, University of Cambridge, UK 'This book, going beyond the more common mechanical listing of correlates of early school leaving, is highly recommended for scholars and policymakers who want to get a more in-depth insight into the processes leading students to drop out from education unqualified. By taking a subjective approach in focusing on push mechanisms at the school level, considering as well teachers' and peers' role, this book convincingly presents early school leaving as an instrument of educational exclusion.' -Professor Mieke Van Houtte, Ghent University, Belgium This book analyses the role played by schools themselves in the high rates of educational exclusion and dropping out that affects many European education systems. The author frames the analysis according to three aspects of justice - redistribution, recognition and care - to explore both how teachers explain and react to the processes of educational failure and early school leaving, and how young people make sense and cope with the same failures. Using extensive qualitative data from schools in the Barcelona area, the author analyses the impact of school segregation, methods for managing diversity and teaching expectations: and subsequently how they can contribute to the production and reproduction of the risks of failure and ESL in contemporary education systems. This book will be of interest and value to students and scholars of educational exclusion, as well as school leaders. Aina Tarabini is Associate Professor in the Department of Sociology at the Autonomous University of Barcelona, Spain, and Researcher at the GEPS (Globalisation, Education and Social Policy) Research Centre, Spain. Her research focuses on educational inequalities, particularly on the study of youth dispositions, choices and transitions.
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