By Yvette Taylor (auth.)

This assortment explores the connection among new equality regimes and persevered societal inequalities, exploring swap, ambivalence and resistance in particular with regards to obligatory and post-compulsory schooling, looking to extra absolutely situate the tutorial trips and studies of employees and students.

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Basingstoke: Palgrave Macmillan. Taylor, Y. (2008) Good students, bad pupils: Constructions of ‘aspiration’, ‘disadvantage’ and social class in undergraduate-led widening participation work. Educational Review, 60(2): 155–168. Taylor, Y. ) (2010) Classed Intersections: Spaces, Selves, Knowledges. Farnham: Ashgate. Taylor, Y. (2011a) Fitting into Place? Class and Gender Geographies and Temporalities. Farnham: Ashgate. Taylor, Y. (2011b) Accessions: Researching, designing higher education. Gender and Education, 23(6): 777–782.

School staff emphasised the developmental struggles that girls were undergoing and described feeling protective towards them. Girls’ behaviour was generally viewed as far less threatening to teachers in comparison with boys, with concerns focusing on rudeness, stroppiness and lack of co-operation. Separate groups for girls were established in the co-educational schools to deal with behaviour that was much more likely to be understood from within a normalised framework of adolescent troubles. Girls themselves, in strong contrast to boys, drew readily on the notion that they were needy rather than badly behaved.

35–52). Farnham: Ashgate. Section 1 Compulsory Education, Compelling Diversity 2 ‘Inclusion’ Through Exclusion: A Critical Account of New Behaviour Management Practices in Schools Val Gillies Introduction Discipline in the classroom is a perennially hot topic generating much anxiety and disapprobation. This issue has featured prominently in UK policy making in recent years and reflects a broader contemporary preoccupation with the concept of anti-social behaviour. Despite a national analysis of classroom conduct concluding that pupil behaviour remains satisfactory or better in the majority of schools (Steer, 2008), concerns are regularly stoked by high profile media stories of unruly pupils disrespecting authority, intimidating teachers and undermining the potential for willing students to learn.

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