Shereen Benjamin
Biographic Data
| ID | 3701512 |
|---|---|
| NAME | Shereen Benjamin |
| GIVEN NAMES | Shereen |
| FAMILY NAME | Benjamin |
| SIGNATURE | BENJAMIN S |
| AFFILIATIONS | University of Birmingham |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 59 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 6 |
SATurated models of pupildom
Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, inte…
Moments of Inclusion and Exclusion
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, …
What Counts as 'Success'? Hierarchical discourses in a girls' comprehensive school
In the UK, as in many parts of the world, educational policy is dominated by the 'standards agenda': the top-down drive to improve students' performance in examinations. Simultaneously, there is policy emphasis on (differing versions of) 'inclusive education', and mainstream schools are exhorted to remove barriers to learning and participation for students who would until recently have been educated separately in special schools. This paper exami…
Valuing diversity
The notion of ‘valuing diversity’ is attractive. It offers the possibility of reconceptualizing human difference as something to be celebrated in a plural society, and it appears to present a departure from the categorical thinking that has resulted in the separation and hierarchization of particular groups. It suggests that everyone is different, everyone is unique, and everyone is valuable for who they are. Or does it? In this paper, I show how…
Reproducing Traditional Femininities? The Social Relations of 'Special Educational Needs' in a Girls' Comprehensive School
The charity/tragedy discourse of disability and traditional versions of femininity bear some striking resemblances. Both are associated with dependence and helplessness, and with resultant practices that are implicated in the enduring reproduction of social and material inequalities. This article looks at the 'identity work' of a group of girls, all of whom had been identified as having 'special educational needs', in a mainstream school in the U…
Challenging Masculinities
This article describes a feminist classroom project on masculinities undertaken with a group of boys in a UK school for pupils with special educational needs. Positioned by current educational policy as the 'failing/failed boys' of school effectiveness and similar discourses, and excluded from mainstream schooling, these 'underperforming' 1012 year-olds were invested in achieving successful positioning within cultures of hegemonic masculinity. Cu…
Valuing diversity
The notion of ‘valuing diversity’ is attractive. It offers the possibility of reconceptualizing human difference as something to be celebrated in a plural society, and it appears to present a departure from the categorical thinking that has resulted in the separation and hierarchization of particular groups. It suggests that everyone is different, everyone is unique, and everyone is valuable for who they are. Or does it? In this paper, I show how…
SATurated models of pupildom
Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, inte…
Moments of Inclusion and Exclusion
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, …
Challenging Masculinities
This article describes a feminist classroom project on masculinities undertaken with a group of boys in a UK school for pupils with special educational needs. Positioned by current educational policy as the 'failing/failed boys' of school effectiveness and similar discourses, and excluded from mainstream schooling, these 'underperforming' 1012 year-olds were invested in achieving successful positioning within cultures of hegemonic masculinity. Cu…
What Counts as 'Success'? Hierarchical discourses in a girls' comprehensive school
In the UK, as in many parts of the world, educational policy is dominated by the 'standards agenda': the top-down drive to improve students' performance in examinations. Simultaneously, there is policy emphasis on (differing versions of) 'inclusive education', and mainstream schools are exhorted to remove barriers to learning and participation for students who would until recently have been educated separately in special schools. This paper exami…
Reproducing Traditional Femininities? The Social Relations of 'Special Educational Needs' in a Girls' Comprehensive School
The charity/tragedy discourse of disability and traditional versions of femininity bear some striking resemblances. Both are associated with dependence and helplessness, and with resultant practices that are implicated in the enduring reproduction of social and material inequalities. This article looks at the 'identity work' of a group of girls, all of whom had been identified as having 'special educational needs', in a mainstream school in the U…
Challenging Masculinities
This article describes a feminist classroom project on masculinities undertaken with a group of boys in a UK school for pupils with special educational needs. Positioned by current educational policy as the 'failing/failed boys' of school effectiveness and similar discourses, and excluded from mainstream schooling, these 'underperforming' 1012 year-olds were invested in achieving successful positioning within cultures of hegemonic masculinity. Cu…
Valuing diversity
The notion of ‘valuing diversity’ is attractive. It offers the possibility of reconceptualizing human difference as something to be celebrated in a plural society, and it appears to present a departure from the categorical thinking that has resulted in the separation and hierarchization of particular groups. It suggests that everyone is different, everyone is unique, and everyone is valuable for who they are. Or does it? In this paper, I show how…
Reproducing Traditional Femininities? The Social Relations of 'Special Educational Needs' in a Girls' Comprehensive School
The charity/tragedy discourse of disability and traditional versions of femininity bear some striking resemblances. Both are associated with dependence and helplessness, and with resultant practices that are implicated in the enduring reproduction of social and material inequalities. This article looks at the 'identity work' of a group of girls, all of whom had been identified as having 'special educational needs', in a mainstream school in the U…
Moments of Inclusion and Exclusion
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, …
What Counts as 'Success'? Hierarchical discourses in a girls' comprehensive school
In the UK, as in many parts of the world, educational policy is dominated by the 'standards agenda': the top-down drive to improve students' performance in examinations. Simultaneously, there is policy emphasis on (differing versions of) 'inclusive education', and mainstream schools are exhorted to remove barriers to learning and participation for students who would until recently have been educated separately in special schools. This paper exami…
SATurated models of pupildom
Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, inte…
Political science (6 works) · Sociology (6 works) · Psychology (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Children's Rights and Participation (3 works) · Gender Studies (3 works) · Mainstream (3 works) · Disability Rights and Representation (2 works)