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Resisting educational inequality : reframing policy and practice in schools serving vulnerable communities

Author: Susanne Gannon; Robert Hattam; Wayne Sawyer
Publisher: Abingdon, Oxon ; New York, NY : Routledge, 2018. ©2018
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"This edited collection is about poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality when policy research suggests that such issues are being ignored or distorted within neoliberal logics. Using a range of theories and methodologies, this book addresses these issues through three main themes: 'What are our (better) explanations for the persistent nature of educational  Read more...
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Genre/Form: Cross-cultural studies
Additional Physical Format: Online version:
Resisting educational inequality.
Abingdon, Oxon ; New York, NY : Routledge, 2018
(DLC) 2018013505
Document Type: Book
All Authors / Contributors: Susanne Gannon; Robert Hattam; Wayne Sawyer
ISBN: 9781138089303 1138089303 9781138089310 1138089311
OCLC Number: 1029070191
Description: xviii, 309 pages ; 25 cm
Contents: 1. Researching educational sites serving `disadvantaged' (sub)urban communities: reframing policy and practice / 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 `naive 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 / Joanne Hughes --
8. Mapping possible futures: funds of aspiration and educational desire / David Wright --
FOCUS AREA 2 Resources for hope --
9. Effective pedagogies for enhancing preschoolers' engagement with learning in disadvantaged communities / 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 / Wayne Sawyer --
12. Poverty and school processes: from equality of opportunity to relational justice / Liz Todd --
13. Hope, spaces, and possible selves: processes of becoming socially critical teachers / Alison Wrench --
14. Quality teaching discourses: a contested terrain / Naomi Barnes --
15. Realigning young peoples' aspirations: triggers and processes / Margaret Vickers --
16. Ideas of community: assembling new governance in early childhood education / Joanne Orlando --
17. `Dumping grounds' and `rubbish tips': challenging metaphors for alternative education provision / Lew Zipin --
FOCUS AREA 3 How might we reframe research, policy and practice in the future? --
18. Ethnographies in education: misunderstandings and new developments / 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 / 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 / Emma Renold --
26. Reclaiming educational equality: towards a manifesto / Susanne Gannon.
Responsibility: edited by Susanne Gannon, Robert Hattam and Wayne Sawyer.

Abstract:

"This edited collection is about poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality when policy research suggests that such issues are being ignored or distorted within neoliberal logics. Using a range of theories and methodologies, this book addresses these issues through three main themes: 'What are our (better) explanations for the persistent nature of educational inequality?'; 'What do we know about how schools and teachers can improve engagement and success in schools serving vulnerable communities?'; and 'How might we reframe research, policy and practice in the future?"--

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