In this insightful text, the editors reflect on contributions from scholars representing Bangladesh, Greece, India, Israel, New Zealand, Switzerland, UK and USA, by showing how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective integrated system of education, suggesting ways as to how these barriers might be challenged. By looking closely at the overt and covert injuries of educational and social exclusion, a variety of approaches to overcoming the consequences of those challenges is proposed, drawing together strands of social theory, research data and conceptualisations for social action.

Available Open Access under CC-BY-NC licence. This book is about the experiences of students in institutions of higher education from 'non-traditional' backgrounds. The expansion of Higher Education world-wide shows no signs of slowing down and there is already a large literature on who has access to higher education and to qualifications that offer higher life-time incomes and status. However to date there has been minimal focus on what happens to the students once they are in the institutions and the inequalities that they face. This book aims to fill this gap in the literature. The chapters demonstrate that the students and their families are finding ways of acquiring forms of capital that encourage and sustain their participation in higher education. Contributions from the UK, the USA and Australia reveal that the issues surrounding the inclusion of 'non-traditional' students are broadly similar in different countries. It should be read by all those leading, managing, or teaching in, institutions of higher education and all students or intending students whatever their background.

Clear and accessible, Using an Inclusive Approach to Reduce School Exclusion supports an inclusive approach to teaching and learning to help schools find ways to reduce exclusion and plan alternative approaches to managing the pathways of learners at risk. Offering a summary of the contemporary context of DfE and school policy in England, this book considers: Statistics and perspectives from Ofsted The literature of exclusion and recent research into effective provision for learners with SEN The key factors underlying school exclusion Case studies and practical approaches alongside theory and research The impact of exclusion on learners at risk Written by experienced practitioners, Using an Inclusive Approach to Reduce School Exclusion encourages a proactive approach to reducing exclusion through relatable scenarios and case studies. An essential toolkit to support the development of inclusive practice and reduce exclusion, this book is an invaluable resource for SENCOs, middle and senior leaders.

Research Methods for Social Justice and Equity in Education offers researchers a full understanding of very important concepts, showing how they can be used a means to develop practical strategies for undertaking research that makes a difference to the lives of marginalised and disadvantaged learners. It explores different conceptualisations of social justice and equity, and leads the reader through a discussion of what their implications are for undertaking educational research that is both moral and ethical and how it can be enacted in the context of their chosen research method and a variety of others, both well-known and more innovative. The authors draw on real, practical examples from a range of educational contexts, including early childhood, special and inclusive education and adult education, and cultures located in both western and developing nations in order to exemplify how researchers can use methods which contribute to the creation of more equitable education systems. In this way, the authors provide a global perspective of the contrasting and creative ways in which researchers reflect on and integrate principles of social justice in their methods and their methodological decision making. It encourages the reader to think critically about their own research by asking key questions, such as: what contribution can research for equity and social justice make to new and emerging methods and methodologies? And how can researchers implement socially just research methods from a position of power? This book concludes by proposing a range of methods and methodologies which researchers can use to challenge inequality and work towards social justice, offering a springboard from which they can further their own studies.

How do we involve less advantaged young people in mobility projects, and how do we engineer and implement these projects to make participation a realistic option for all? This book presents the state of the art of learning mobility in the very complex and heterogeneous European youth field, bringing together contributions from all over the continent. The authors present empirical research findings that explore and analyse the experience of participants from a range of different backgrounds, in varied learning mobility settings – exchanges, volunteer service, camps – and in diverse regions of Europe. This volume addresses two interrelated questions: first, how learning mobility can be used as a tool for inclusion, providing disadvantaged and excluded people with opportunities and assets; and second, how focusing on inclusion can become a more intrinsic part of learning mobility projects and initiatives. The book is divided into three parts, spanning the range of stages and dimensions of the learning mobility process: access, reach and target; processes, strategies and practices; and effects, outcomes and follow-ups. Relevant for those with experience but also directed to newcomers to the field, this work provides an explanation of the main concepts and issues in the light of current developments in youth policy and practice in Europe.

Today, there is an ample and nuanced understanding of what social exclusion is, the groups of young people affected by it, its long-term impact on young people’s lives and how comprehensive policies can address it. In contrast to when the first edition of this T-Kit was published, in 2003, there is now a common understanding that youth policies and research should provide a strong base for youth work to reach out and support young people with fewer opportunities. This revised T-Kit aims to equip youth work practitioners with broad knowledge of the concepts of social exclusion and inclusion, as well as things to consider when engaging in youth work with young people with fewer opportunities. The practical part of the T-Kit includes a range of projects, approaches and activities to inspire youth workers, covering the five “A”s: 1. Awareness of the realities of social exclusion, 2. Access to empowering and inclusive activities, 3. Action and support mechanisms for inclusion, 4. Accreditation and recognition of experience, progress and achievement and 5. Advancement, laying down supportive stepping stones towards inclusion.

Social inclusion is a pressing issue confronting all levels of sport today, and community sport in particular. Sport is being promoted as an inclusive environment in which people of all backgrounds and abilities can participate and access a range of social and health benefits. Moreover, sport is often heralded as a vehicle for promoting social inclusion in other societal domains. Yet, the policy ideal of ‘sport for all’ is not always realised in practice, and community sport continues to be plagued by various forms of discrimination and social exclusion. This book brings together a team of scholars from across the globe whose research addresses the complex relationship between community sport and social inclusion. Their contributions critically examine the dynamics of inclusion/exclusion in community sport, as well as the broader outcomes and impacts that sports programmes may have in promoting, or hindering, social inclusion in other areas of life, such as employment, education and migrant integration. This book will be of interest to academics, researchers, and advanced students of sport, sociology, politics, social work and public policy. The chapters in this book were originally published as a special issue of Sport in Society.

Social exclusion is a key problem for policy makers, researchers and professionals worldwide. Despite this, the debate lacks a dominant disciplinary focus. This innovative handbook covers evidence from key research and policy to offer cross-disciplinary perspectives on major areas of social exclusion. Focusing on central policy domains including education, healthcare and crime, it is structured so as to relate evidence to the state of social exclusion and the mechanisms by which it can be tackled. It book will be an unrivalled reference for academics and practitioners working across disciplines including housing, education, psychology, political science, healthcare, sociology and law.

This volume explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.