Responding to Poverty and Disadvantage in Schools

1. Front Matter

   Pages i-xi

   PDF

2. Introduction

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 1-14

3. Disengagement

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 15-35

4. Confrontational Behaviour

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 37-56

5. Culture Clashes

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 57-75

6. Language and Communication Difficulties

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 77-94

7. Government Policies in Practice

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 95-109

8. Being a Teacher in a Disadvantaged Area

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 111-125

9. Schools and Their Communities

   • Tamara Bibby, Ruth Lupton, Carlo Raffo

   Pages 127-145

10. Beyond the Mainstream Classroom

    • Tamara Bibby, Ruth Lupton, Carlo Raffo

    Pages 147-163

11. The Vignettes as a Whole

    • Tamara Bibby, Ruth Lupton, Carlo Raffo

    Pages 165-185

12. Conclusions

    • Tamara Bibby, Ruth Lupton, Carlo Raffo

    Pages 187-202

13. Back Matter

    Pages 203-218

    PDF

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.

• education
• sociology of education
• schooling
• disengagement
• student identity
• communication difficulties
• pupil premium
• community

“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)

• Institute of Education, London, United Kingdom

  Tamara Bibby

• University of Manchester , Manchester, United Kingdom

  Ruth Lupton, Carlo Raffo

Tamara Bibby is an Independent Researcher and was formerly a Senior Lecturer in Education (Learning and Teaching) at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning. 


Ruth Lupton is Professor of Education at the Manchester Institute of Education, University of Manchester, UK. She researches and writes widely on poverty, inequality and social policy, and her work in education has focused on the impact of disadvantaged contexts on school organisation and practice.


Carlo Raffo is Professor of Urban Education at the Manchester Institute of Education, University of Manchester, UK. His main area of research is in the area of education and poverty and educational equity in urban contexts, and he has been involved in multiple projects focussing on schools and education in areas of urban disadvantage.

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