ABSTRACT
In this chapter, Leena Helevaara Robertson and Rachel Hill consider the inequalities suffered by fthe excluded’ within the education system. The chapter refers to two small- scale research projects that listen to the voices of the excluded. These voices, white working- class teenagers in north-east England and from Pahari/Mirpuri-speaking early years children in Watford are located within their broader family, cultural and policy contexts. The chapter identifies different types of exclusion -from physical exclusion from school, to self-exclusionfrom school, to wider social exclusion, and the links between them. It draws distinctions between the more inclusive early years curriculum in England and Wales and the more exclusive 5—16 National Curriculum and comments critically on the literacy hour in schools. The chapter calls for inclusive education to be embedded in practice and pedagogy at all levels.
