| Abstract: | Issues of combating social exclusion are often held to be synonymous with a reduction of truancy and exclusion from schools. In the UK, for example, the Labour Party has expressed a commitment to reducing the number of pupils truanting or excluded from our schools Social Exclusion Unit (SEU) (1998). As this paper will illustrate however, the social exclusion of pupils goes way beyond simple measures of school attendance. Equally important are issues of affect, the external, observable manifestation of emotion and feeling, which are related to the engagement and active participation of pupils in schools. Drawing on years of teaching and research in Australia and the UK, this paper examines the role of affect in learning and teaching. We begin by examining the ways in which pupils' participation and inclusion is related to their perceptions of themselves, the quality of their relationships in school and their feelings about the culture of the classrooms in which they work. We then examine the ways in which teachers' perceptions of themselves and their feelings about the culture of the school in which they work influences how they teach and indeed how they learn. We argue that constructivist approaches to learning provide an opportunity for pupils, and teachers, to feel more included, rather than excluded, from the education process. |
