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Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
Phone: (843) 766-2546
Folly Beach Library
Closed
Phone: (843) 588-2001
Miss Jane's Building (Edisto Library Temporary Location)
2 p.m. – 6 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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CHILDREN ON THE MARGINS.
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- Author(s): Hayden, Carol (AUTHOR); Blaya, Catherine (AUTHOR)
- Source:
Policy Studies. Mar2005, Vol. 26 Issue 1, p67-83. 17p.- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Children can be 'on the margins' in school in a variety of ways. The presenting issues are often conceptualised as 'school disaffection' and lack of 'participation' in school, although underlying social and economic inequalities are apparent in the groups of young people most affected. Other specific and related issues are complex and include bullying, learning difficulties, cultural difference and school ethos, as well as problems within the home environment. This article can only touch on this myriad of issues. The main point of this article is to compare the debates about school disaffection and lack of participation in school in England and France. It then contrasts the policy response. The article illustrates the similarities in terms of groups of children most likely to be viewed as disaffected or lacking in participation, but highlights differences in emphasis in ideas about the source of the problem and in some specific aspects of the policy response. Central to these differences is the role of schools and teachers in each country, as well as the nature of and expectations about citizenship. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Policy Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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