ABSTRACT

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.

chapter 1|14 pages

Researching educational sites serving ‘disadvantaged’ (sub)urban communities

Reframing policy and practice
BySusanne Gannon, Robert Hattam, Wayne Sawyer

part 1|81 pages

Mapping the damage

chapter 7|12 pages

Circling a conflicted policy landscape

Child poverty and education in Northern Ireland
ByTony Gallagher, Ruth Leitch, Joanne Hughes

chapter 8|14 pages

Mapping possible futures

Funds of aspiration and educational desire
BySusanne Gannon, Mohamed Moustakim, Dorian Stoilescu, David Wright

part 2|105 pages

Resources for hope

chapter 10|12 pages

Creating space for a shared repertoire

Re-imagining pedagogies to cultivate transcultural and translingual competencies
ByJacqueline D’warte

chapter 11|9 pages

Teacher development through collaborative research in low SES contexts

A tale of two schools
ByKatina Zammit, Wayne Sawyer

chapter 12|9 pages

Poverty and school processes

From equality of opportunity to relational justice
ByKaren Laing, Laura Mazzoli Smith, Liz Todd

chapter 13|10 pages

Hope, spaces, and possible selves

Processes of becoming socially critical teachers
ByAlison Wrench

chapter 14|9 pages

Quality teaching discourses

A contested terrain 1
ByJo Lampert, Bruce Burnett, Barbara Comber, Angela Ferguson, Naomi Barnes

chapter 15|12 pages

Realigning young peoples’ aspirations

Triggers and processes
ByKatrina Barker, Margaret Vickers

chapter 16|12 pages

Ideas of community

Assembling new governance in early childhood education
ByAnne Power, Christine Woodrow, Joanne Orlando

chapter 17|18 pages

‘Dumping grounds’ and ‘rubbish tips’

Challenging metaphors for alternative education provision
ByMartin Mills, Richard Waters, Peter Renshaw, Lew Zipin

part 3|101 pages

How might we reframe research, policy and practice in the future?

chapter 18|12 pages

Ethnographies in education

Misunderstandings and new developments
ByDebra Hayes, Meghan Stacey

chapter 19|11 pages

Researching the ‘North’

Educational ethnographies of a (sub)urban region
ByRobert Hattam

chapter 21|9 pages

Shifting paradigms

Can education compensate for society?
ByDavid Egan

chapter 22|12 pages

Transforming the curriculum frame

Working knowledge around problems that matter
ByLew Zipin, Marie Brennan

chapter 23|9 pages

Schools as sites of advanced capitalism

Reading radical inequality radically
ByMargaret Somerville

chapter 24|11 pages

Poor children need rich teaching, not deficit labelling

ByTerry Wrigley

chapter 25|17 pages

Writing as bodywork

Poverty, literacy and unspoken pain in ex-mining south Wales valleys communities
ByGabrielle Ivinson, Emma Renold

chapter 26|8 pages

Reclaiming educational equality

Towards a manifesto
ByRobert Hattam, Wayne Sawyer, Susanne Gannon