INCLUSION/EXCLUSION

Inclusion/Exclusion

Inclusion/Exclusion

Q1. Operational definition of inclusion and the arenas of inclusion/exclusion identified by Clough (1999)

The term 'inclusion' has been variously defined by numerous distinct writers and commentators but for the purposes of this book inclusion may be glimpsed as the drive towards maximal participation in and minimal exclusion from early years settings, from schools and from society. While there may appear to be some heterogeneity in the use of the term inside governmental policy documents, any analysis should acknowledge a heterogeneity of meanings which reflect the development of inclusive early years and educational practices. Indeed, granted that in practice 'inclusion' can only have an operational rather than conceptual significance, it is clear that there are as many 'versions' of inclusion as there are early years settings (Clough, 1999).

Social exclusion is an identically contestable and heterogeneous, but broader, construct concerned with non-participation in the economic, civic and social norms of society and Sparkes (1999) identifies exclusion from school as amidst a number of factors which may contribute to lower educational attainment. For some parents of young children, their own social exclusion is manifest in such experiences as poor or temporary housing, unemployment, poverty, ill-health, lack of access to services, low grades of literacy and so on. Kymlicka (1995) has identified three separate discourses of social exclusion. These are:

a retributionist discourse, which is concerned with poverty;

a social integrationist discourse which focuses on paid work

These discourses differ markedly on how they specify boundaries, characterize people as insiders or outsiders and indicate how inclusion can be achieved. Levitas argues that social exclusion lacks analytical clarity, but its flexibility makes it a very powerful construct, while Barry (1998) suggests that the equally politically attractive period, social inclusion, diverts away from fundamental change and encourages compliance with the status quo (Clough, 1999).

However these states of living are constructed or theorised, for numerous families, social exclusion entails struggling in their lives within the range of difficulties outlined overhead and many young children are excluded - in one way or another - for a variety of reasons. For these reasons this book does not adopt a simplistic, homogenous delineation of inclusion/exclusion - rather we take a more complex view of inclusive issues which is broadly comprehensive. Additionally, we are concerned at the risk of problematising difference by identifying potential groups 'at risk' of exclusion and, in identifying specific foci of inclusion and exclusion, all through the book we manage ...