Resisting Educational Inequality

Reframing Policy and Practice in Schools Serving Vulnerable Communities
1. Auflage 2018
ISBN: 978-1-138-08930-3
Verlag: Taylor & Francis

Buch, Englisch, 328 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 640 g

Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics.

In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas:

- Mapping the damage: what are our explanations for the persistent nature of educational inequality?

- Resources for hope: what do we know about how educational engagement and success can be improved in schools serving vulnerable communities?

- Sustaining hope: how might we reframe research, policy and practice in the future?

Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Gannon, Susanne

Hattam, Robert

Sawyer, Wayne

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1 Researching educational sites serving ‘disadvantaged’ (sub)urban communities: reframing policy and practice

Susanne Gannon, Robert Hattam and Wayne Sawyer

FOCUS AREA 1 Mapping the damage

2 Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling

Stewart Riddle

3 Beyond ‘naïve possibilitarianism’ in urban schools in England

Lori Beckett

4 Moving beyond the academic and vocational divide in Australian schools

Barry Down

5 Beginning teacher subjectivity and pedagogical encounters in low SES schools

Susanne Gannon

6 Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England

Ian Thompson

7 Circling a conflicted policy landscape: child poverty and education in Northern Ireland

Tony Gallagher, Ruth Leitch and Joanne Hughes

8 Mapping possible futures: funds of aspiration and educational desire

Susanne Gannon, Mohamed Moustakim, Dorian Stoilescu and David Wright

FOCUS AREA 2 Resources for hope

9 Effective pedagogies for enhancing preschoolers’ engagement with learning in disadvantaged communities

Leonie Arthur and Christine Woodrow

10 Creating space for a shared repertoire: re-imagining pedagogies to cultivate transcultural and translingual competencies

Jacqueline D’warte

11 Teacher development through collaborative research in low SES contexts: a tale of two schools

Katina Zammit and Wayne Sawyer

12 Poverty and school processes: from equality of opportunity to relational justice

Karen Laing, Laura Mazzoli Smith and Liz Todd

13 Hope, spaces, and possible selves: processes of becoming socially critical teachers

Alison Wrench

14 Quality teaching discourses: a contested terrain

Jo Lampert, Bruce Burnett, Barbara Comber, Angela Ferguson and Naomi Barnes

15 Realigning young peoples’ aspirations: triggers and processes

Katrina Barker and Margaret Vickers

16 Ideas of community: assembling new governance in early childhood education

Anne Power, Christine Woodrow and Joanne Orlando

17 ‘Dumping grounds’ and ‘rubbish tips’: challenging metaphors for alternative education provision

Martin Mills, Richard Waters, Peter Renshaw and Lew Zipin

FOCUS AREA 3 How might we reframe research, policy and practice in the future?

18 Ethnographies in education: misunderstandings and new developments

Debra Hayes and Meghan Stacey

19 Researching the ‘North’: educational ethnographies of a (sub)urban region

Robert Hattam

20 Educational exclusion? It’s what we do and it’s always been thus

Roger Slee

21 Shifting paradigms: can education compensate for society?

David Egan

22 Transforming the curriculum frame: working knowledge around problems that matter

Lew Zipin and Marie Brennan

23 Schools as sites of advanced capitalism: reading radical inequality radically

Margaret Somerville

24 Poor children need rich teaching, not deficit labelling

Terry Wrigley

25 Writing as bodywork: poverty, literacy and unspoken pain in ex-mining south Wales valleys communities

Gabrielle Ivinson and Emma Renold

26 Reclaiming educational equality: towards a manifesto

Robert Hattam, Wayne Sawyer and Susanne Gannon

Über Autor(innen)

Susanne Gannon is Associate Professor in the School of Education at Western Sydney University. Her research interests include gender and equity issues in education. She has co-authored and co-edited seven previous books including Pedagogical Encounters, Place Pedagogy Change, Contemporary Issues in Equity in Education and, most recently, Becoming Girl. She currently coedits the journal Gender and Education.

Robert Hattam is a Professor in the School of Education at the University of South Australia. He has co-authored Schooling for a Fair Go, Teachers' Work in a Globalizing Economy, Reconciliation and Pedagogy, Dropping Out, Drifting Off, Being Excluded and, most recently, Literacy, Leading and Learning – the latter two for Routledge.

Wayne Sawyer is a Professor in the School of Education at Western Sydney University. His research interests are in curriculum and schooling in high-poverty contexts. He has recently co-authored Exemplary Teachers of Students in Poverty and Engaging Schooling: Developing Exemplary Education for Students in Poverty – both for Routledge.