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E-grāmata: Responding to Poverty and Disadvantage in Schools: A Reader for Teachers

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  • Formāts: PDF+DRM
  • Izdošanas datums: 21-Feb-2017
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9781137521569
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Responding to Poverty and Disadvantage in Schools: A Reader for TeachersPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 21-Feb-2017
  • Izdevniecība: Palgrave Macmillan
  • Valoda: eng
  • ISBN-13: 9781137521569
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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.

Papildus informācija

"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)
1 Introduction
1(14)
Contemporary Realities in English Schools: How Teachers Should Fix the Problems of Poverty and Schooling
1(6)
Offering an Alternative: What the Book Sets Out to Do
7(3)
The Teachers and the Academics
10(3)
References
13(2)
2 Disengagement
15(22)
Introduction
15(1)
Vignette 2.1 Re-engaging a Disengaged Class
16(4)
Response 1 Ruth Lupton (University of Manchester)
20(4)
Response 2 Debra Hayes (University of Sydney)
24(3)
Response 3 Mairtin Mac an Ghaill (Newman University, Birmingham)
27(2)
Editorial Comment: Carlo Raffo (University of Manchester)
29(5)
References
34(3)
3 Confrontational Behaviour
37(20)
Introduction
37(1)
Vignette 3.1 Charlie and the Mobile Phone
38(1)
Vignette 3.2 Elsa's Story
39(1)
Vignette 3.3 Frank's Story
40(1)
Response 1 Terry Wrigley (Northumbria University)
41(6)
Response 2 Erica Burman (University of Manchester)
47(4)
Editorial Comment: Tamara Bibby (UCL Institute of Education, London)
51(2)
Claire Speaks Back
53(1)
References
54(3)
4 Culture Clashes
57(20)
Introduction
57(1)
Vignette 4.1 Neighbourhood Influences and Student Identities
58(1)
Vignette 4.2 How Teachers Should Respond to Non-Standard
English
59(1)
Response 1 David Hyatt, Hugh Escott & Kate Pahl (University of Sheffield)
60(4)
Response 2 Jo-Anne Dillabough (University of Cambridge)
64(6)
Editorial Comment: Ruth Lupton (University of Manchester)
70(2)
Anna Speaks Back
72(2)
References
74(3)
5 Language and Communication Difficulties
77(18)
Introduction
77(1)
Vignette 5.1 Language Development in the Early Tears
78(1)
Vignette 5.2 English as an Additional Language
79(1)
Response 1 Heather Price (University of East London)
80(1)
Response
81(4)
Response 2 Maggie MacLure (Manchester Metropolitan University)
85(3)
Editorial Comment: Tamara Bibby (UCL Institute of Education, London)
88(2)
Diane Speaks Back
90(1)
Notes
91(1)
References
92(3)
6 Government Policies in Practice
95(16)
Introduction
95(1)
Vignette 6.1 Managing the Pupil Premium at Localhero Community School
96(2)
Vignette 6.2 Perspectives on Educational Disadvantage and the Pupil Premium
98(1)
Response 1 Becky Francis (King's College, London)
99(3)
Response 2 Pat Thomson (University of Nottingham)
102(3)
Editorial Comment: Carlo Raffo (University of Manchester)
105(2)
Stephen Speaks Back
107(1)
References
108(3)
7 Being a Teacher in a Disadvantaged Area
111(16)
Introduction
111(1)
Vignette 7 A teacher's Life
112(3)
Response 1 Annette Braun (UCL Institute of Education, London)
115(3)
Response 2 Tamara Bibby (UCL Institute of Education, London)
118(3)
Editorial Comment: Ruth Lupton (University of Manchester)
121(1)
Greg Speaks Back
122(2)
Notes
124(1)
References
124(3)
8 Schools and Their Communities
127(20)
Introduction
127(1)
Vignette 8.1: `Open Door' Policies in Primary Schools
128(1)
Stephen's Report of the Conversation
128(1)
Paul's Report of the Conversation
129(1)
Vignette 8.2 `Pushy' Parents
130(1)
Vignette 8.3 Working Across Language `Barriers'
131(2)
Response 1 Gill Crozier (University of Roehampton, London)
133(3)
Response 2 Jo-Anne Dillabough (University of Cambridge)
136(5)
Editorial Comment: Ruth Lupton (University of Manchester)
141(1)
Katie Speaks Back
142(2)
References
144(3)
9 Beyond the Mainstream Classroom
147(18)
Introduction
147(1)
Vignette 9.1 Pedagogical Relationships and Strategies
148(1)
Vignette 9.2 Roles, Routines, Boundaries and Social Behaviours
149(2)
Response 1 Carlo Raffo (University of Manchester)
151(4)
Response 2 Martin Mills (University of Queensland, Australia)
155(4)
Editorial Comment: Tamara Bibby (UCL Institute of Education)
159(2)
Fran Speaks Back
161(1)
References
162(3)
10 The Vignettes as a Whole
165(22)
Introduction
165(1)
Present and Absent Narratives in Teachers' Accounts: Erica Burman (University of Manchester)
166(4)
A Reading of the Vignettes from Abroad: Martin Thrupp (University of Waikato, New Zealand)
170(8)
A View from the Chalk Face: Rachel Edmondson (A Teacher)
178(5)
References
183(4)
11 Conclusions
187(16)
Ruth: Poverty and Disadvantage in Contemporary English Schools
187(4)
Carlo: Dialogue and Reflective Practice Through the Visiting of Good Company
191(2)
Tamara: Conversations About Education
193(2)
Final Thoughts
195(5)
References
200(3)
Appendix 1 Contributor Biographies
203(12)
The Academic Contributors
203(10)
The Teacher Contributors
213(2)
Index 215
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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