Permanent Exclusion from School andInstitutional Prejudice: Creating Change Through Critical Bureaucracy -- TABLE OF CONTENTS -- PREFACE -- ACKNOWLEDGEMENTS -- CHAPTER 1: INTRODUCTION: Excavating Silence -- JOURNEY'S BEGINNING -- FROM EXPERIENCE TO ACTION -- POLICY HISTORY OF 'INCLUSIVE EDUCATION -- Defining 'Inclusion' -- THE ECHOING ABSENCE OF 'PUPIL VOICE' IN AN AUDIT CULTURE -- THE FOCUS OF RESEARCH INTO PERMANENT EXCLUSION -- The Multi-Agency 'Systemic' Approach -- STATE POLICY-IMPLEMENTERS, THE INDIVIDUAL CHILD,AND THE 'EXTENDED BODY' -- POSITIONING -- SOCIAL JUSTICE IN EDUCATION: EVOKING THE RELATIONSHIPBETWEEN INDIVIDUAL AND STATE POWER THOUGH THE LENS OFDISCIPLINARY EXCLUSION -- NOTES -- CHAPTER 2: CHANNELLING ETHNOGRAPHIC REFLEXIVITY: A Tool for Inclusive Practice in Education and Children's Services -- INTRODUCTION -- FROM STROYTELLING TO ETHNOGRAPHY -- ETHNOGRAPHY AS A TOOL FOR SOCIAL CHANGE -- An Ethnography of a 'Policy Community' -- Conducting Ethnographic Research in the Workplace -- PRIVILEGING THE VIEWS OF YOUNG PEOPLE: 'YOUTH VOICE' -- On 'Truth': Stitching Together the Ethnographic Narrative -- FROM THE IVORY TOWER TO THE CHALKFACE: APPLIED RESEARCH -- Cross-Fertilising Interdisciplinarity in Work and in Research -- SCHOOL MIRRORS SOCIETY -- Why Ishaq '… Had to Hit the Kid with a Hockey Stick'. -- Understanding Borderland Conflict: Interconnected Relationships ina Multiplicity of Contexts -- CONCLUSION -- NOTES -- CHAPTER 3: THE EXTENDED BODY IN CONTESTEDBORDERLANDS: Children in Schools -- INTRODUCTION -- Exclusion: Illuminating Weaknesses in a System Framed Around 'Inclusion' -- A MULTIDISCIPLINARY THEORETICAL FRAMEWORK -- Extending the Body in Order to Control It -- An Example of Representation as Exclusionary: the Concept of 'Need' as aRationale for Exclusive Practices.

BORDERLAND SPACES AND BORDERLAND PEOPLE: 'CONTESTED SPACE' -- SCHOOLS AS CRUCIBLES FOR THE REPRODCUTION OF SOCIAL HIERARCHIES -- THE PRACTICE OF RESISTANCE: CRITICAL ENUNCIATION ANDCRITICAL BUREAUCRACY -- THE CAUSES OF PERMANENT EXCLUSION: Professionals Influenced by Institutional Prejudice -- Freire and 'Horizontal Violence' -- Zizek and 'Subjective Violence' -- CONCLUSION -- NOTES -- CHAPTER 4: WORKING UNDER THE SHADOW OFPERMANENT EXCLUSION: An Introduction to Children's Services in Enway -- INTRODUCTION -- The Young People Described in this Book -- 'PREVENTION'STRATEGIES TO AVERT (THE COST OF)PERMANENT EXCLUSION: IN SCHOOL -- Spaces for Internal Support and Internal Exclusion -- Learning Mentors -- Pastoral Support Plans (…and the Threat of Permanent Exclusion) -- 'PREVENTION' STRATEGIES TO AVERT PERMANENT EXCLUSION:OUT OF SCHOOL: Managed Moves: Fresh Start or Unofficial Exclusion?(…and the Threat of Permanent Exclusion) -- THE PUPIL REFERRAL UNIT -- THE 'HARD TO PLACE' PUPIL PLACEMENT PANEL: 'Gate-Keeping' and the Rhetoric of 'Need -- The Pupil Placement Panel: a Culture of Stress -- Conflicting Professional Agendas -- Parental 'Choice' -- Reintegration Meetings -- Schools Under Siege -- APPLYING THE THEORY OF THE EXTENDED BODY -- The Myth of Becky -- The 'Extended Body': Contested Space? -- CONCLUSION -- NOTES -- CHAPTER 5: 'BITCHY GIRLS AND SILLY BOYS': Heteronormativity and Sexual Violence -- INTRODUCTION -- The Story of Nama -- HABITUS, EMBODIMENT AND THE 'EXTENDED BODY' -- CURRENT UNDERSTANDINGS ON GENDER AND HETERONORMATIVITYIN SCHOOLS -- IN CONTEXT: THE REPRESENTATION AND EXPERIENCE OFGENDER IN ENWAY: The Extended Body's Vulnerability to Description at Points of Transition -- The 'Trouble' with Girls… -- Single and Mixed-Sex Schools -- Choosing GCSEs: The Gendered Reproduction of Class.

Compulsory Heterosexuality: Sexuality, Gender, and Identity -- Sexualised Behaviour -- Sexual Aggression and Violence -- Sexual and Domestic Violence: Horizontal Violence -- INTERACTIONS BETWEEN GENDER, ETHNICITY AND CULTURE -- Mahad -- Gendered Conceptions of the Somali and Turkish Communities in Enway -- CONCLUSION -- Gender and the Extended Body -- Professional Agency and the 'Plasticity' of Habitus -- The Norming Procedure -- NOTES -- CHAPTER 6: 'GET OUT OF MY CLASS!': The Reproduction of Socio-Economic Hierarchy -- A CULTURAL THEORY OF CLASS IN EDUCATION -- Class and Permanent Exclusion from School -- A NOTE ON TERMS -- CULTURAL CAPITAL IN A MERITOCRATIC SYSTEM -- THE 'EXTENDED BODY': SPACE TO DESCRIBE AND RESIST -- HORIZONTAL VIOLENCE: SPACE TO DESCRIBE AND RESIST -- CONTEXT: THE INTERACTION BETWEEN CLASS ASSUMPTION ANDPERMANENT EXCLUSION FROM SCHOOL IN ENWAY -- Professionals' Opaque Talk About Class -- Schooling as an Economic Enterprise -- Wielding the Power of Language: 'Social and Economic Deprivation' -- Disengaged? Re-engage through Vocational Qualifications -- Accents -- Who is Allowed to Talk About What? 'Authorising Narratives' -- Professionals Using Assumptions About Class to Make Decisions -- School as a Reflection of Social Hierarchy -- Professionals' Assumptions About 'Family Background' -- The 'Classed' Hierarchy of Neighbouring Local Authority Areas -- A Hierarchy of Local Authorities -- The 'Classed' Hierarchy of Enway Schools -- Engaging in the Contested Space of the Extended Body Through Multi-AgencyWorking: Class Conflict? -- CLASS, 'RACE' AND GENDER IN EXCLUSION FROM SCHOOL -- CONCLUSION -- NOTES -- CHAPTER 7: INSTITUTIONAL RACISM AND THE SOCIALBOUNDARIES BETWEEN PEOPLE -- INTRODUCTION -- ETHNICITY AND EXCLUSION: Inequity in Attainment and Exclusion -- Disaffection -- Institutional Racism and Institutional Silence.

ON NOT ESSENTIALISING 'RACE' -- INSTITUTIONAL RACISM IN ADMINISTRATIVE PRACTICES OFREPRESENTATION -- SELF REPRESENTATION -- GENDER, 'CLASS' AND INSTITUTI.ONAL RACISM -- INSTITUTIONAL RACISM: THE INVISIBILITY OF 'ETHNICITY' IN OFFICIALREPRESENTATIONS OF EXCLUSION IN ENWAY -- Conflict at Ennon Grand Academy -- Travellers -- 'RACE' AND ETHNICITY IN THE ADMINISTRATION OF EXCLUSION FROMSCHOOL IN ENWAY: Language Issues -- Age Assessments -- Jed: Not Allowed to Claim Racism -- Cultural Attitudes to Mental Health Services: Ibrahim -- Ishaq: a Legacy and a Right -- CONCLUSION -- NOTES -- CHAPTER 8: POLICY AND PAPERWORK INTHE ADMINISTRATION OF PERMANENTEXCLUSION FROM SCHOOL: Deconstructing the Machinery of Institutional Prejudice -- POLICY CONTEXTUALISED AND DECONSTRUCTED: 'Liberal Communism': A Political View -- How Can a Self-Defeating Policy Paradigm be Addressed? -- Is Permanent Exclusion a Policy? -- THE GOVERNMENT POLICY CONFERENCE: 'MOBILISING METAPHORS ANDLINGUISTIC DEVICES' (SHORE AND WRITGHT 1997:4) -- The Collective 'We' -- Oscillating Alignment -- Mobilising Metaphors: Persuasive Tropes -- Self Evaluation as a Technique to Internalise the Technologies of Power -- A Splendid Environment -- Hidden Agendas -- LOCAL AUTHORITY EVENTS -- Giving a Good Impression -- Aligning with the Frontline Workers -- 'Voice' and Consultation -- Mobilising Metaphors in Enway -- Use of Statistics -- CHANGING POLICY: CHINKS OF VULNERABILITY IN THE ENORMITY OF THESURVEILLANCE TASK: The Paper Trail -- VULNERABILITY IN THE SIZE OF THE TASK OF AUTHORITARIANSURVEILLANCE: CRITICAL MASS? -- The Field of Authoritarian Power as a Contested Space -- The Paradox Inherent in the Lack of Evil Intent in Technologies of Power -- POLICY AND PROTOCOL: A CAUSE OF PERMANENT EXCLUSIONFROM SCHOOL? -- NOTES -- CHAPTER 9: SOME CONCLUSIONS AND RECOMMENDATIONS.

THE CAUSES AND EFFECTS OF PERMANENT EXCLUSION FROM SCHOOL -- The Impact of Permanent Exclusion from School as an Option -- Weaknesses in the System Revealed Through a Studyof Permanent Exclusion from School -- RECOMMENDATIONS: Dealing with Institutional Prejudice -- Removal of Permanent Exclusion as an Option -- Cultural Capital -- Critical Bureaucracy? Room for Agency within the Contested Space ofthe Field of Authoritarian Power -- The Contested Space of the Field of Governmental Authoritarian Power -- NOTES -- CHAPTER 10: THE ILLUMINATE STUDENT RESEARCHERSPROJECT: A Model for Addressing Institutional Prejudice and Reducing PermanentExclusion from School -- The Process -- Context -- THEORETICAL BACKGROUND: Governance, Participation and Critical Bureaucracy -- Hart's (1992) 'Ladder of Participation' -- Freire's (1996) 'Critical Pedagogy': the Roots of Critical Bureaucracy -- THE ILLUMINATE MODEL -- Research Briefs: Who Asks the Questions? -- Critical Thinking to Challenge Stereotypes -- ILLUMINATE IN ACTION: The Vertical Tutor Group System: Strengths, Challenges and Aspirations -- Findings: Team 1 -- Team 2 -- Team 3 -- Team 4 -- Team 5 -- Team 6 -- General Conclusions -- The School's Response -- ANALYSIS: Illuminate: 'Studying Up' -- Challenging Institutional Prejudice witha Multiplicity of Voices -- NOTES -- APPENDIX: Acronyms -- REFERENCES -- INDEX.