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Wisdom in Education

Keywords

interactive troubles, exclusion, inclusion, suspension, expulsion, becoming somebody, reproduction theory

Abstract

Responding to interactive troubles in schools can create processes of exclusion and marginalization. Certain basic assumptions can become knitted into school culture in ways that give rise to specific exclusionary practices. However, it does not have to be this way. Inclusionary ways of responding to interactive troubles can also be produced, given a school culture that nurtures relational ways of engagement. This article presents such relational practices and argues thoroughly for their use.


Author Statement

Gro Lund (PhD) is an independent educational consultant in Denmark.

John Winslade (PhD) is a professor in the Department of Special Education, Rehabilitation and Counseling in the College of Education at California State University San Bernardino.

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