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.
Table of Contents
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
3 Beyond ‘naïve possibilitarianism’ in urban schools in England
4 Moving beyond the academic and vocational divide in Australian schools
5 Beginning teacher subjectivity and pedagogical encounters in low SES schools
6 Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England
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
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
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
20 Educational exclusion? It’s what we do and it’s always been thus
21 Shifting paradigms: can education compensate for society?
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
24 Poor children need rich teaching, not deficit labelling
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
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.