Afterword

Hallett, Graham ORCID: https://orcid.org/0000-0001-9579-1105 and Hallett, Fiona (2023) Afterword. In: Done, Elizabeth and Knowler, Helen, (eds.) International perspectives on exclusionary pressures in education: how inclusion becomes exclusion. Springer International Publishing, Cham, Switzerland, pp. 363-369. Item availability may be restricted.

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Abstract

When considering aspects of exclusion, it can be easy—perhaps it is inevitable—to focus our attention on particularities of circumstances that demonstrate inequalities or marginalisation. As illuminating as this can be, unless we draw upon these examples in order to develop theory, we are in danger of reproducing the calls to justice that describe, rather than redefine, the challenges that we continue to face. By focussing on the landscapes that (re)produce forms of exclusion, this book offers a starting point for new ways of thinking about who is excluded, where and why. From this, we need to think deeply about how we move the debate forward. In recognising the complexity of exclusion, we must refine, not reduce, our understanding; all too often, the unacceptable becomes familiar. In response, the need to challenge the status quo (whether in the Global West or in the varied national contexts addressed in this book) becomes a moral imperative. Inclusion is often described as something that one journeys towards, rather than something that one has attained. However, if this is the case, the converse metaphor seems to reflect an absurdity: should we journey towards exclusion? It could be argued that it is easier to pose questions than attempt to answer them, but perhaps sustained reconsideration of questions around inclusion and exclusion is the only way to advance our understanding.

Item Type:	Book Section
Publisher:	Springer International Publishing
ISBN:	9783031141126
Departments:	Institute of Education > Non-Initial Teacher Education
Depositing User:	Anna Lupton
Date Deposited:	13 Apr 2024 21:16
Last Modified:	14 Apr 2024 08:00
URI:	https://insight.cumbria.ac.uk/id/eprint/7639