Social exclusion: licence through ambiguity
AbstractIn this paper I discuss some of the implications for state education that arise from what I argue is the ambiguous and flexible nature of the term â€˜social exclusionâ€™. I briefly consider the conceptual relationship between social exclusion, poverty and deprivation. Using the metaphor of story, I explore the operation of the term in the New Labour project, with particular attention to some of its implications for education. In the final section of the paper I consider some issues arising from New Labourâ€™s social inclusion imperative in relation to educational policy and practice in a Scottish context. The potential of a state-sponsored discourse of exclusion to influence the conceptual backdrop to teachersâ€™ reflections is briefly explored. Such considerations would seem relevant to other contexts in which the educational state realigns social policy within the margins of a new political narrative.