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.
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