Geographies of exclusion: rebuilding collective responsibility in a fragmented school system

Moira Hulme; Carrie Adamson; Dominic Griffiths

doi:10.1080/15700763.2022.2160361

Geographies of exclusion: rebuilding collective responsibility in a fragmented school system

Moira Hulme^*, Carrie Adamson, Dominic Griffiths

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

The goal of equity in education in England is damaged by regional disparities in outcomes and a marked social gradient in school exclusion. The most vulnerable groups are disproportionately represented in in-year transfers. Drawing on 24 interviews with school leaders and education decision-makers in a socioeconomically deprived area, this study examined institutional strategies to promote inclusion by reducing pupil mobility in an area-based initiative. The analysis highlights the interaction of administrative, professional and market logics, and the significance of the “middle tier” in mediating inter-local tensions. Further research is needed on “hidden” pupil moves and diverse forms of within-school segregation-reintegration.

Original language	English
Pages (from-to)	452-470
Number of pages	19
Journal	Leadership and Policy in Schools
Volume	23
Issue number	2
Early online date	16 Jan 2023
DOIs	https://doi.org/10.1080/15700763.2022.2160361
Publication status	Published - 23 Jan 2023
Externally published	Yes

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2022 12 12 Hulme et al Geographies finalFinal published version, 875 KBLicence: CC BY 4.0

Cite this

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Geographies of exclusion: rebuilding collective responsibility in a fragmented school system

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