|Title||School exclusion and educational inclusion of pregnant young women|
This article analyses the school exclusion and subsequent educational inclusion of pregnant young women participating in a course of antenatal and key skills education at an alternative educational setting. It examines the young women's transitions from ‘failure’ in school to ‘success’ in motherhood and re-engagement with education. This article draws on participant observation- and interview-based research carried out with pregnant young women and staff at an alternative educational setting in London in 2007–2008. The young women's participation in the course represented a severing of past negative experiences in mainstream education, allowing a renewed focus on education alongside a positive maternal identity. The setting represented a form of inclusion, and the young women appreciated the focus on their social and emotional well-being, yet the limited academic provision in some cases continued to reinforce an educational exclusion.
|Journal||Ethnography and Education|
|Journal citation||9 (1), pp. 66-80|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/17457823.2013.828477|
|Published in print||2014|
|Published online||02 Sep 2013|