Schools as agents of social exclusion and inclusion

Although schools are usually regarded as important agents for social inclusion, research has shown that they may also function as agents of exclusion itself. The goal of this paper is to deepen our understanding of how schools function as agents of exclusion and how they can become more effective agents of inclusion. It is based on action research carried out with the ‘New Education Environment’, a programme aimed at helping secondary schools in Israel work more effectively with ‘at-risk’ pupils. This research led to the discovery of a self-reinforcing ‘cycle of exclusion’ that involves both pupils and staff in these schools and ‘frames’ of thinking and action that keep it in place. This paper also describes the cycle of exclusion and its frames as well as an alternative frame that has been used to help school staff to step out of the cycle of exclusion and act more effectively to foster inclusion.     

Transfer of judgments of control to a target stimulus and to novel stimuli through derived relations

Three experiments examined the effect of response?Coutcome contingencies on human ratings of causal efficacy and demonstrated that such ratings transfer to novel situations through derived stimulus relations. Efficacy ratings generally followed the delta probability rule when positive response-outcome contingencies were employed (Experiment 1) and when some outcomes were not contingent on participants?? responses (Experiment 2). Experiment 3 employed a negative response?Coutcome contingency and manipulated performance expectancies in the task. All three groups overestimated their causal efficacy ratings. A learned helplessness effect was observed when the response?Coutcomes were uncontrollable and in the high-expectancy group when participants?? performance in the task was worse than they had expected. In all experiments, ratings transferred to a stimulus presented during the task and often generalized to novel stimuli through derived relations. These results corroborate the view that outcome probability is a determinant of causal efficacy ratings and that schedules can be employed as UCS in procedures that share characteristics of evaluative conditioning procedures.     

Children's social reasoning about inclusion and exclusion in gender and race peer group contexts

This study investigated whether children's and adolescents' judgments about exclusion of peers from peer group activities on the basis of their gender and race would differ by both age level and the context in which the exclusion occurred. Individual interviews about exclusion in several different contexts were conducted with 130 middle-class, European American children and adolescents. Younger children were expected to reject exclusion, by using judgments based on moral reasoning, regardless of the potential cost to group functioning, whereas older children were expected to condone exclusion on the basis of group membership in cases in which the inclusion of these children might interrupt effective group functioning. On measures of judgments, justifications for those judgments, and ratings of the appropriateness of exclusion, the vast majority of children used moral reasoning and rejected exclusion in contexts in which only the presence of a stereotype justified it. As expected, however, older children (13 years) were more likely to allow exclusion than younger children (7 and 10 years) when group functioning was threatened, and they justified this exclusion by using appeals to effective group functioning.     

Nationalist narratives,boundaries and social inclusion/exclusion in Palestinian camps in South Lebanon

This article explores how in the contexts of exile and statelessness and in the absence of Palestinian institutions, such as schools, Palestinian youth in south Lebanon construct their identities through nationalist narratives of shared history, kinship, culture and religion. Although these narratives help to construct shared notions of ‘Palestinianess’ for the youth, they also help to produce contestations and internal ‘others’. This has important implications for the lives of Palestinian youth, as group membership gives them a sense of belonging and regulates their access to resources, information, opportunities and power. Moreover, the production of internal ‘others’ also has serious implications for social cohesion, tolerance for internal and external diversity and gender relations in Palestinian society.     

Education,social class and social exclusion

This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework.     

The arts,social inclusion and social class: The case of dance

This article places the results of an empirical research study on the relationship between the social class factor and young people's perceptions of dance within the context of recent British government initiatives promoting social and educational inclusion through the arts. Four Likert‐type dance attitude scales that were developed from pupil opinion expressed during prior discussions were included in a survey questionnaire and responses sought from a nation‐wide representative sample of 1298 11–16‐year‐old boys and girls. Analyses of the data showed that attitudes to aspects of dance varied with social class and that there was an interaction between gender and social class in just one instance. A major implication of the research is that dance and the arts should be more widely available in schools so that all children and young people can have access to aesthetic experiences that have the potential to improve quality of life. It is concluded that the current limited provision within the National Curriculum may be contributing to the social and educational exclusion of some pupils.     

Constructing Curriculum Guidance 4: The politics of textual inclusion and exclusion

This paper explores the political process of constructing Curriculum Guidance 4: Educating for Economic and Industrial Understanding. It is a study of discourse management through the process of text production, which focuses upon textual inclusion and textual exclusion as a process of struggle around the aim of controlling the meaning of curriculum policy through its representation. In seeking to satisfy different audiences, textual inclusion and exclusion is analysed in terms of what cannot be said and what must be said The paper explores the contested nature of curriculum knowledge and how the selection of what constitutes, and what does not constitute, official knowledge is the product of conscious choice based upon ideological and political motives and intentions.     

The arts and social inclusion: what's the evidence?

This article reviews some key findings from the National Foundation for Education Research (NFER) in two major research areas: strategies to address pupil disaffection, and arts education, focusing on overlap and commonality in reported effects and also effective practice. Its central question is whether, how and why arts education might make a contribution to those strategies aimed at addressing (or preventing) young people's disengagement from learning and educational opportunity. The authors discuss the key factors associated with successful re‐engagement and those linked to effective arts education, and conclude with evidence‐based questions to consider if arts education is to have a higher profile in the social inclusion agenda.     

Bullying and social exclusion anxiety in schools

In this article, I develop a new conceptual framework, a new thinking technology, for understanding the bullying that takes place between children in schools. In addition, I propose a new definition of bullying. This new thinking technology reflects a shift in focus from individual characteristics to the social processes that may lead to bullying. The social approach theorises bullying as one of many reactions to particular kinds of social insecurity. The concepts I develop include the necessity of belonging, social exclusion anxiety and the production of contempt and dignity by both children and adults. I also draw on Judith Butler’s concept of abjection. In the last part of the article, I employ Karen Barad’s theory of agential realism, focusing specifically on her concept of intra-acting enacting forces. The entry to the theoretical development is based on empirical data generated in Denmark during a comprehensive five-year study of bullying.     

识别和描述关系式与函数

说明：笔者有机会学习了Essential Mathematical Methods 3＆4（《基本数学方法3＆4》,Michael Evans等著,剑桥大学出版社出版,1998）,下面是其中第1章“函数和关系式”的部分内容的原文及笔者的参考译文,文中的函数的定义及一些国内教材未出现的知识点可供大家在领悟函数教学内容时参考．     

Assessing the social and affective outcomes of inclusion

The systematic assessment of the social and affective outcomes of inclusion has been lagging behind the assessment of academic outcomes. This is particularly problematic in view of research evidence supporting concerns about peer rejection and bullying. In this article, Norah Frederickson and Elizabeth Simmonds, of University College London, and Lynda Evans and Chris Soulsby, from Foxwood Special School, report their evaluation of the social and affective outcomes of a special- mainstream school inclusion initiative that places particular emphasis on peer preparation. Measures completed by pupils were used to assess peer group inclusion, social behaviour, bullying and feelings of belonging at school. Results showed that pupils who had transferred from special to mainstream schools experienced positive social outcomes and none experienced peer group rejection. However, results were less positive for mainstream pupils with special educational needs and the authors discuss possibilities for development. Trends in peer reports of bullying suggest that there is no room for complacency and that ongoing monitoring is required.     

Education,social exclusion and the supranational state

This paper explores the relationship between education, social exclusion and globalization, especially as it is found in the policies of the emergent supranational ‘state’ or sub-global bloc. The paper leads to an analysis of the discourse of social exclusion, and focuses on the part that education and training (ET) policies play in the individualization, pathologization and criminalization of socially excluded people. Following an initial sketch of the concept of globalization, the paper considers the development of supranational and nation state ET policy. The next section provides a brief sketch of the historic development of supranational ET policy. The final section returns to the main theme of the paper, namely education and the discourse of social exclusion.     

Migration,educational and career guidance and social inclusion

International Journal for Educational and Vocational Guidance -     

Development of the SIT,an instrument to evaluate the transfer effects of adult education programs for social inclusion

To date, hardly any evidence is available on the quality of adult education programs for vulnerable adults. Evaluation instruments or models mostly focussed on regular education and less on programs of adult education aiming to enhance social inclusion. This study presents a first exploration of the construct validity of a newly developed instrument, called the SIT-instrument (social inclusion after transfer) for the evaluation of educational programs for vulnerable adults and their impact on increasing social inclusion. The sample consisted of 308 respondents belonging to the target-group of vulnerable adults. The results of the validation study indicate a reliable instrument consisting of elements of a learning-environment for “vulnerable” adults influencing 4 specified categories of social inclusion.     

当前传记文学的社会教育功能

传记文学以真人真事为描写对象,通过文学化手段达到社会教育作用。传记文学形式多样,既有纸质图书传记,也有影视文学传记。这一文体具有信仰教育功能、励志教育功能、审美教育功能和警世教育功能。进入网络和新媒体时代,在不断开放的社会背景下,要充分发挥传记文学的这些社会教育功能,将负面的东西转化为正能量。要采取多种途径对传记文学的教育功能加以强化,加强对传记作者和受众的引导,最大限度地发挥其社会教育作用。     

Sequential processes in the generalization and transfer of stimulus control

Prior research indicated that a training sequence consisting of a negative stimulus followed by a positive stimulus constitutes the minimal condition for the production of postdiscrimination phenomena typically observed after training with random sequences of the discriminanda. The present experiments, employing multiple schedules with pigeon subjects, confirmed the earlier findings but indicated that they are restricted to procedures in which the reinforcing stimulus may acquire a discriminative function that competes with the control exerted by the nominal discriminanda. The sequences in which the discriminanda were presented did not differentially affect subsequent measures of generalization and transfer if the discriminative function of reinforcement were degraded either by introducing some reinforcers during the negative stimulus (Experiment 1) or by omitting some reinforcers during the positive stimulus (Experiment 2). It was concluded that the sequence in which the discriminanda are presented during discrimination training does not contribute fundamentally to the processes responsible for discrimination formation with random training sequences.