ABSTRACT
This chapter presents a case study that describes the challenges of a practitioner finding a critical pedagogic approach to working with families amid an unjust and damning political agenda, where little structural change was possible. It makes the point that an authentic approach to teaching and learning, involving awareness, choice and action, has efficacy even in situations with multiple contexts and barriers to agency. The chapter acknowledges the need for practitioners to operate authentically even when this appears incongruent with dominant forms of 'best practice'. The Leitch Review found that 7 million adults lack functional numeracy and 5 million lack functional literacy. The Troubled Families policy is a clear example of the manifestation of these societal views of parents. Learners felt change personally, gaining confidence, communication, collaboration and leadership skills. This feeling of self-worth fuelled their functioning, for themselves, their families, and wider society.
