Punishing 'unruly' British minoritised children and young people.
Saved in:
| Title: | Punishing 'unruly' British minoritised children and young people. |
|---|---|
| Authors: | Rizvi, Sana (AUTHOR) |
| Source: | Educational & Child Psychology. Jun2024, Vol. 41 Issue 2, p7-16. 10p. |
| Subjects: | Children of minorities, Sheth, Falguni, Educational psychologists, Human rights |
| Geographic Terms: | United Kingdom |
| Abstract: | Aim(s): This paper provides original analysis of Falguni Sheth's framework on unruliness and the logics of exclusion to understand intersecting mechanisms that exclude and punish minoritised children and young people in the UK. It highlights how their education and human rights are intrinsically tied to how liberal states apply race as a technological tool to 'other' and discipline liminal groups. Rationale: Existing research and theoretical insights exploring exclusion of minoritised children and young people limit their analysis to educational impacts and disregard an intersectional lens to understand how disciplining and punishment operationalises and singles them out. This paper argues that the exclusionary experiences of minoritised children and young people are overlooked because they often fall outside of educational sites, however, there is also a reluctance from some educational psychologists and educators to understand what meaningful inclusion means. Findings: Sheth's framework on unruliness is proposed as a template for professionals and academics working with minoritised children and young people. This framework highlights how policies that might appear 'impartial' often single out certain groups of children and young people for exclusion from participating in educational and wider settings. Limitations: This paper provides an original theoretical contribution to understanding exclusion from a safeguarding and rights-based perspective. Further empirical studies applying Sheth's framework need to be conducted to understand its significance in addressing exclusions that minoritised children and young people experience. Conclusions: This paper concludes by envisioning a way forward away from exclusionary mechanisms and the implications for educational psychologists and educators. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Aim(s): This paper provides original analysis of Falguni Sheth's framework on unruliness and the logics of exclusion to understand intersecting mechanisms that exclude and punish minoritised children and young people in the UK. It highlights how their education and human rights are intrinsically tied to how liberal states apply race as a technological tool to 'other' and discipline liminal groups. Rationale: Existing research and theoretical insights exploring exclusion of minoritised children and young people limit their analysis to educational impacts and disregard an intersectional lens to understand how disciplining and punishment operationalises and singles them out. This paper argues that the exclusionary experiences of minoritised children and young people are overlooked because they often fall outside of educational sites, however, there is also a reluctance from some educational psychologists and educators to understand what meaningful inclusion means. Findings: Sheth's framework on unruliness is proposed as a template for professionals and academics working with minoritised children and young people. This framework highlights how policies that might appear 'impartial' often single out certain groups of children and young people for exclusion from participating in educational and wider settings. Limitations: This paper provides an original theoretical contribution to understanding exclusion from a safeguarding and rights-based perspective. Further empirical studies applying Sheth's framework need to be conducted to understand its significance in addressing exclusions that minoritised children and young people experience. Conclusions: This paper concludes by envisioning a way forward away from exclusionary mechanisms and the implications for educational psychologists and educators. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2024.41.2.7 |
