Responding to Poverty and Disadvantage in Schools

"Schools and teachers that are interested in working for social justice in areas of poverty require opportunities to think and do education in ways that are responsive to the contexts in which they work. This book reminds us of the challenges of doing this work but perhaps more importantly demonstrates how teachers, in dialogue with academics, can generate important insights for responding more equitably and effectively to such challenges. An essential read for teachers interested in authentic professional development." (Lynne Heath and Patsy Hodson, Manchester Communication Academy, UK) "A timely collection which goes beyond the discursive frame of the 'what works' brigade in order to explore the complex plethora of issues that underpin the relationship between disadvantage, teaching and educational outcomes. A mix of teacher/practitioner voices with commentary from academics enables a fresh, engaging and innovative approach to the conceptual and practical challenges of teaching in and with disadvantaged communities." (Ruth McGinity, Manchester Institute of Education, UK) "This wonderfully original book speaks to those who work with families and communities excluded from the security and confidence that comes with financial stability. It avoids a prescriptive tone of 'what works' to concentrate on troubling the connections that exist between poverty and disadvantages, teaching and educational outcomes... Collections like this help us all think more powerfully about making a real difference in educational settings... perhaps one of the most valuable books that I have seen that addresses poverty and education." (Professor Meg Maguire, Kings College London, UK)

This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations.This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations. Starting with a variety of incidents written by teachers in schools in disadvantaged settings, the book provides a range of ways of thinking about these - some more psychological, others more sociological - and chapters develop conversations between teachers and academics. These 'conversations' will help teachers reflect more deeply on the contexts in which they work, on what disadvantage means, and how disadvantage manifests in practice. It will also help teachers reflect upon the nature of their work; what it means to be a good and effective teacher; and the particular skills, approaches, relationships and competencies that may need to be developed in differing settings of educational disadvantage. The book explores the tensions between different ways of thinking about education and disadvantage; it will make compelling reading for students and teachers of education, education policy makers, and practising schoolteachers.