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English schooling and little e and big E exclusion: what’s equity got to do with it?

Mills, Martin; Thomson, Pat

English schooling and little e and big E exclusion: what’s equity got to do with it? Thumbnail


Authors

Martin Mills



Abstract

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.

Citation

Mills, M., & Thomson, P. (2022). English schooling and little e and big E exclusion: what’s equity got to do with it?. Emotional and Behavioural Difficulties, 27(3), 185-198. https://doi.org/10.1080/13632752.2022.2092273

Journal Article Type Article
Acceptance Date Feb 22, 2022
Online Publication Date Feb 13, 2023
Publication Date 2022
Deposit Date May 5, 2022
Publicly Available Date Mar 29, 2024
Journal Emotional and Behavioural Difficulties
Print ISSN 1363-2752
Electronic ISSN 1741-2692
Publisher Informa UK Limited
Peer Reviewed Peer Reviewed
Volume 27
Issue 3
Pages 185-198
DOI https://doi.org/10.1080/13632752.2022.2092273
Keywords School exclusion; alternative provision; policy making; policy problem representation
Public URL https://nottingham-repository.worktribe.com/output/7503510
Publisher URL https://www.tandfonline.com/doi/full/10.1080/13632752.2022.2092273
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rebd20; Published: 2023-02-13

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