Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong.

Around 30,000 children living in Shenzhen, Mainland China cross the border to Hong Kong to attend school every day. This paper focuses on the school as a key meso-level organisation that mediates macro-level policies and micro-level everyday life experiences among these children and their families. We advocate a relational, spatial perspective, conceptualising schools as webs of intersecting physical, social and digital spaces, where differences between the "locals" and "others" are played out, negotiated and (re)produced, and in turn giving rise to specific (and understudied) geographies of in/exclusion. Drawing on our qualitative research, we offer a close reading of three exemplary school spaces: (i) the physical classroom and school grounds, (ii) the digital classroom, and (iii) at the school gate. Our findings demonstrate the complex and at times contradictory ways in which "the school" is a place of both inclusion and exclusion. It is a dynamic and power-traversed space where social differences between the "locals" and the "others" are played out, contested and redefined continuously.

The Exclusive Nature of Inclusive Productive Employment in the Rural Areas of Northern Ethiopia.

Inclusiveness, with its emphasis on productive employment, has become central in development policy. From this perspective, unwaged-work is condemned for not being sufficiently productive; that is, for failing to lift incomes above a poverty threshold. However, insights from the sociology of work reveal a range of unwaged activities that are potentially highly productive in their contribution to self-reliance. The article explores whether these activities are undermined by the promotion of inclusiveness. The case study takes place in Tigray, Ethiopia. Through semi-structured interviews, the activities of different households were classified according to a typology of work based on the work of Gorz, Illich, Wheelock, Taylor, Williams and others. Results show the heterogeneous character of work and shed light on the meaning of productivity. The article ends with a discussion on the risk that inclusiveness may be achieved by replacing activities 'that count' with activities 'that can be counted'.