000			04065nam a22004575i 4500
001			978-1-4020-4549-3
003			DE-He213
005			20251006084511.0
007			cr nn 008mamaa
008			100301s2006 ne | s |||| 0|eng d
020			_a9781402045493
020			_a99781402045493
024	7		_a10.1007/1-4020-4549-2 _2doi
082	0	4	_a378 _223
100	1		_aYoudell, Deborah. _eauthor.
245	1	0	_aImpossible Bodies, Impossible Selves: Exclusions and Student Subjectivities _h[electronic resource] / _cby Deborah Youdell.
264		1	_aDordrecht : _bSpringer Netherlands, _c2006.
300			_aXIV, 207 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aSubjectivity and Exclusion -- Who's in and who's out? Inclusion and exclusion, globalised education policy, and inequality -- Rendering subjects: Theorising the production of the Self -- Researching Subjects -- Researching subjectivity and educational exclusions -- Names and practices: making subjects in/of school -- Educational Exclusions: Bad Students, and Impossible Learners -- Excluded White-working-class-hetero-adult-masculinity -- Excluded White-working-class-hetero-(un)femininity -- Excluded Black femininity -- Excluded 'specialness' (White-working class-hetero-(hyper-masculinity) -- Navigating Educational Inclusions and Exclusions -- Included and excluded? Middle class-White-queer-high ability-alternative youth-culture/Working class-White-Black-hetero-low ability-mainstream youth-culture -- Included learners, impossible girls: The incommensurability of Indian-ness and desirable femininity -- Included students, impossible boys: The 'racing' and 'specialing' of (un-)masculinity -- Intelligible impossibility: The (un-)feminine subject-hood of a 'geeza-girl' -- Good students, acceptable learners, intelligible girls: Class, race, gender, sexuality and the adornment of feminine bodies -- Between good and bad student, between acceptable and unacceptable learner -- Interrupting Exclusions -- Practicing performative politics for inclusive education.
520			_aThis book looks inside the school to examine how every-day, school-level processes act to place particular students 'outside' the educational endeavour and argues for new strategies for thinking critically about and interrupting educational exclusions and inequalities. Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilize and elide gender, sexuality, social class, ability, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, privileges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.
650		0	_aEDUCATION.
650		0	_aEDUCATION AND STATE.
650		0	_aEDUCATION, HIGHER.
650		0	_aSOCIOLOGY.
650	1	4	_aEDUCATION.
650	2	4	_aHIGHER EDUCATION.
650	2	4	_aEDUCATIONAL POLICY.
650	2	4	_aEDUCATION & SOCIETY.
650	2	4	_aSOCIOLOGY.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402045486
856	4	0	_uhttp://dx.doi.org/10.1007/1-4020-4549-2 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c60915 _d60915