The Impact of Social Class on Parent-Professional Interaction in School Exclusion Processes: Deficit or Disadvantage?

Autor/in	Gazeley, Louise
Titel	The Impact of Social Class on Parent-Professional Interaction in School Exclusion Processes: Deficit or Disadvantage?
Quelle	In: International Journal of Inclusive Education, 16 (2012) 3, S.297-311 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2010.489121
Schlagwörter	Social Class; Mothers; Interaction; Parents; Learning Processes; Foreign Countries; Parent Participation; Parent School Relationship; Parent Influence; Equal Education; Social Influences; Expulsion; Disadvantaged Youth; United Kingdom (England) + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Mother; Mutter; Interaktion; Eltern; Learning process; Lernprozess; Ausland; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialer Einfluss; Relegation; Benachteiligter Jugendlicher
Abstract	Although a great deal of previous literature has explored the ways in which social class affects parental engagement in educational processes, there has been surprisingly little discussion of the way in which social class shapes the parent-professional interaction that occurs in school exclusion processes specifically. School exclusion processes are complex and those parents who become involved in them have to negotiate not only the formal processes that surround the use of permanent and fixed-term exclusion but also the less well-regulated and increasingly favoured processes that are associated with the use of alternatives to exclusion from school. This paper draws on the perspectives of professionals working in a wide variety of roles and contexts in one local authority in England and on those of a small number of mothers of children with longer and more complex histories of involvement in school exclusion processes. It argues for greater recognition of the impact of social class on parent-professional interaction in school exclusion processes because of the way in which it helps to perpetuate an intergenerational cycle of social and educational disadvantage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10