Abstract
This chapter surveys the phenomenon of ESL from the perspective of educational exclusion and educational justice and reflects on the implications of this view in terms of designing and implementing educational policies. This perspective examines these phenomena through three primary lenses: a social and relational approach that extends beyond the individualisation of the phenomenon; a processual approach that is able to grasp its different expressions and manifestations, over and above extreme cases; and a subjective approach that aims to capture the subjective experiences of the phenomenon and not just its objective, material, and quantifiable expressions.
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Tarabini, A. (2019). Analysing ESL from the Perspective of Educational Exclusion. In: The Conditions for School Success. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-02523-6_2
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DOI: https://doi.org/10.1007/978-3-030-02523-6_2
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