Overview
- Offers a critical perspective on the structure of our schools as institutions
- Focuses on helping teachers in schools respond to the developing policy environment and its damaging demands on their professional practice
- Enables teachers to draw on a wider set of understandings and assumptions about the nature of the relationships between disadvantage, teaching and educational outcomes
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Table of contents (11 chapters)
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Front Matter
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Back Matter
Keywords
About this book
Reviews
“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)
Authors and Affiliations
About the authors
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.
Bibliographic Information
Book Title: Responding to Poverty and Disadvantage in Schools
Book Subtitle: A Reader for Teachers
Authors: Tamara Bibby, Ruth Lupton, Carlo Raffo
DOI: https://doi.org/10.1057/978-1-137-52156-9
Publisher: Palgrave Macmillan London
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-1-137-52155-2Published: 27 February 2017
eBook ISBN: 978-1-137-52156-9Published: 21 February 2017
Edition Number: 1
Number of Pages: XI, 218
Topics: Sociology of Education, Educational Policy and Politics, Schools and Schooling, Sociology of Education, Teaching and Teacher Education