Publications

Summary of findings and key recommendations

Details of all the publications and outputs from the project are available on the ESRC Research Outcomes System.  Please follow this link

http://www.esrc.ac.uk/my-esrc/grants/RES-062-23-1073-A/read

Published Papers:

Holt, L. Lea, J. and Bowlby, S. (2012) ‘Special units for young people on the Autistic Spectrum in mainstream schools: sites of normalisation, abnormalisation, inclusion and exclusion’ Environment and Planning A  44(9): 2191 – 2206

 

Holt, L. Bowlby, S. and Lea, J. (in press) ‘Emotions and the habitus: young people with socio-emotional differences (re)producing social, emotional and cultural capital in family and leisure space-times’ Emotion, Space and Society.

 

Book chapters:

Bowlby, S. Lea, J. and Holt, L. (2012) Learning how to behave in school: a study of the experiences of children and young people with socio-emotional differences, in Mills, S. and Kraftl, P. (exp. 2014) (eds) Informal Education, Childhood and Youth: Geographies, Histories, Practices Basingstoke: Palgrave Macmillan.

 

Working Papers:

Lea, J. Holt, L and Bowlby S. (2012) The use of restorative approaches to justice within school inclusion units.

 

Lea, J. Bowlby, S. and Holt, L. (2012) Educational spaces of inclusion and exclusion for young people with socio-emotional differences.

 

Presentations:

 

‘Children “at risk”: managing “unsafe” behaviours, emotions and social relations in a special school’. Royal Geographical Society with the Institute of British Geographers annual conference, London, September 2013.

 

‘Behaviourally, emotionally and socially ‘problematic’ students: interrogating emotional governance as an exclusionary practice’. Emotional Geographies conference, Groningen, Holland. July 2013.

 

‘The use of restorative approaches to justice within school inclusion units’. Geographies of Education Conference. Loughborough University, September 2012. Open a copy

 

‘Embodied social capital and (dis)ability – what an attention to social and cultural spatiality, (de)valued identities and intersectionality can contribute to our understandings of (dis)ability’. Invited presentation. Disabled Children’s Research Network, Bristol University, May 2012.

 

‘Young people with socio-emotional differences in primary schools: from socio-spatially diverse experiences of (dis)ablement to the increasing codification and formalisation of socio-emotional norms’. Association of American Geographers. New York. February 2012.

 

‘Policies and politics of inclusion and exclusion for young people with socio-emotional differences’. Association of American Geographers. New York. February 2012.

 

‘Children’s embodied social capital and (dis)ability – connecting micro- and macro- scales of inclusion/exclusion across the lifecourse’ Royal Geographical Society with the Institute of British Geographers conference. London. September 2011.

 

‘Alternative spaces of education for young people with socio-emotional differences in mainstream schools: inclusion though exclusion or exclusion within inclusion?’ Association of American Geographers. Seattle. April 2011. Open a copy

 

‘Special units for young people with socio-emotional differences: sites of inclusion and/or segregation’. Does Every Child Matter? End of award conference, April 2011.

 

‘Emotional, social and behavioural norms: making inclusive education?’ Royal Geographical Society with the Institute of British Geographers conference. London. September 2010. Open a copy

 

‘Emotional, social and behavioural norms: making inclusive education?’ Critical Disability Studies Conference. Manchester. May 2010. Open a copy

 

‘Placing emotional, social and behavioural norms: geographies of children and (dis)ability. Seminar, Department of Geography, University of Brighton. Feb 2010. Open a copy

 

‘Children’s embodied social capital and (dis)ability: connecting micro- and macro- scales of exclusion/inclusion’. Spaces of Education Conference. Loughborough University. Sep 2009.

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