Geographies of Exclusion: Rebuilding Collective Responsibility in a Fragmented School System

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.

Disclosure Statement

No potential conflict of interest was reported by the author(s).