Acar, Melike2023-10-182023-10-182023Acar, M. (2023). Gender-Based Exclusion in Turkish Schools. In International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion (pp. 313-325). Cham: Springer International Publishing.9783031141133https://hdl.handle.net/20.500.11779/2003https://doi.org/10.1007/978-3-031-14113-3_17This chapter explores understandings of gender-based exclusionary practices in Turkish educational settings and illustrates the theme of the "everydayness" of such practices through empirical studies from Turkey. A social domain theory is introduced that explains how children and young people evaluate gender-based exclusionary attitudes and practices, and suggestions are made about how teachers and schools can help to challenge gender-based discrimination and stigmatisation. It is also argued that national education policy related to inclusion is too narrowly focused and its scope should be widened to include sexual minorities and gender-based discrimination and exclusion. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.eninfo:eu-repo/semantics/closedAccessEducational practiceGender-based identitiesExclusionMoral discourseBook Part10.1007/978-3-031-14113-3_172-s2.0-85160487900N/AN/A325313WOS:001094503200017