Abstract
This chapter presents a general analytical model for grasping the significance of educational exclusion in contemporary education systems and considers three fundamental questions: who is excluded, how they are excluded, and from what they are excluded. This model organises and systematises current research in the field and presents a comprehensive approach to the phenomenon with the additional interest of proposals for political action. Based on Lynch and Baker’s conception of equal conditions, ensuring educational justice entails simultaneous intervention revolving around four principles: redistribution, recognition, care, and representation. The discussion in this chapter shows how these principles may apply to educational exclusion and through a literature review and statistics demonstrates that ESL is essentially a matter of social justice.
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Tarabini, A. (2019). An Analytical Framework for Understanding Educational Exclusion: Excluded from What, How, and Who?. In: The Conditions for School Success. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-02523-6_3
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DOI: https://doi.org/10.1007/978-3-030-02523-6_3
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