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.

Analyses the role played by schools in the rates of exclusion witnessed in many European school systems Uses qualitative data from teachers and students to explore the processes of educational failure and early school leaving Examines segregation, diversity and teaching methods and how these can contribute to the risk of failure

Autorentext

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.

Klappentext
'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 VanHoutte , 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.

Inhalt
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.