ABSTRACT
The core argument of this chapter is that early school leaving prevention is supported by promoting an overarching shift from diametric to concentric inclusive spatial systems in and around schools. Concentric and diametric spatial systems offer a bridge to discern priority for growth at system levels as a descriptive tool to analyse system exclusion, inclusion and change processes and structures. Diametric oppositional spatial systems, observed cross-culturally, divide into us versus them, ‘good’ students versus ‘bad’ students and rigid ‘above/below’ hierarchies. Diametric space splits relational space into modes of exclusion through segregation by race, social class, suspensions/expulsions and rigid failure versus success identities. Far from being a neutral, static space, diametric spatial processes are an active spatial movement hindering systemic change through system blockage, manifested as exclusion, resistance, fragmentation and splitting, inertia and filtering of new stimuli. A community outreach dimension for schools offers a concentric relational system of more fluid dynamic interaction with background rather than of walled diametric closure to parents and the community. An individual outreach approach is needed to engage marginalised students in a concentric relational space of assumed connection to challenge the diametric spatial assumed separation of abstract information processing approaches to communication.
