This thesis presents a comparative ethnographic exploration of inclusion in English and Greek secondary education, and at the same time it examines how comparative ethnographic research can be used for understanding inclusion. Inclusion is seen as inseparable from exclusion and both of them as relating to a citizenship and democratic discourse in education. Educational policy and practice in England and Greece are examined in a comparative way in an attempt to highlight how inclusive/exclusive discourses are both localised and part of an international discourse. The purposes of education in each socio-political and cultural context are examined in relation to knowledge/ability and disciplinelbehaviour discourses as presented in young people's representations of their student identities in mainstream schools. The concept of "frameworks of competence" is used to explore how participants in schools actively negotiate inclusion and exclusion.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:269406 |
| Date | January 2002 |
| Creators | Spandagou, Ilektra |
| Publisher | University of Sheffield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.whiterose.ac.uk/2974/ |
Page generated in 0.002 seconds