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Education policies should drive success and equity but in many
countries they are failing to do so. Situating the cases of England
and Australia within broader global policy trends, this book
critically analyses what has gone wrong. The authors draw on
extensive research in education to review the impact of multiple
policies on students, teachers and schools, with a focus on
communities where children and young people need education most.
They issue a fundamental challenge to the policy orthodoxies of
recent decades and set out a blueprint for making education both
better and fairer.
How might educational leaders and teachers improve literacy
achievement in schools serving communities experiencing high levels
of poverty? This question is the focus of this book. Drawing on
long-term case studies of four primary schools located in these
communities, this book describes the difference between what is
commonly practiced and those practices that have a greater chance
of supporting young people's literacy learning. In this
multi-layered analysis of the effects of policy on practice, the
authors: discuss global concerns with literacy policy and testing
in view of the growing gaps between rich and poor; examine the
effects of the intensification of inequality and entrenched
poverty, and the implications for schools; illustrate how deficit
discourses pertaining to communities living in poverty are
contested in schools; and describe the complexities of sustaining
pedagogical and curriculum change to address the problem of unequal
educational outcomes in literacy. This book grapples with some of
the most debated questions regarding educational disadvantage,
school change, leadership and literacy pedagogy that face
educational researchers, policy-makers and practitioners
internationally. As well as providing a critique of the risks of
current policy rationales, it conveys some hopeful accounts of
practice that provide leads for further development.
An authoritative and unflinching analysis of recent approaches to
social policy and their outcomes following the financial crisis,
with particular focus on poverty and inequality. Through a detailed
look at spending, outputs and outcomes the book offers a unique
appraisal of Labour and the coalition's impact as well as an
insightful assessment of future directions.
An authoritative and unflinching analysis of recent approaches to
social policy and their outcomes following the financial crisis,
with particular focus on poverty and inequality. Through a detailed
look at spending, outputs and outcomes the book offers a unique
appraisal of Labour and the coalition's impact as well as an
insightful assessment of future directions.
How might educational leaders and teachers improve literacy
achievement in schools serving communities experiencing high levels
of poverty? This question is the focus of this book. Drawing on
long-term case studies of four primary schools located in these
communities, this book describes the difference between what is
commonly practiced and those practices that have a greater chance
of supporting young people's literacy learning. In this
multi-layered analysis of the effects of policy on practice, the
authors: discuss global concerns with literacy policy and testing
in view of the growing gaps between rich and poor; examine the
effects of the intensification of inequality and entrenched
poverty, and the implications for schools; illustrate how deficit
discourses pertaining to communities living in poverty are
contested in schools; and describe the complexities of sustaining
pedagogical and curriculum change to address the problem of unequal
educational outcomes in literacy. This book grapples with some of
the most debated questions regarding educational disadvantage,
school change, leadership and literacy pedagogy that face
educational researchers, policy-makers and practitioners
internationally. As well as providing a critique of the risks of
current policy rationales, it conveys some hopeful accounts of
practice that provide leads for further development.
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.
This is the first detailed study of the recent geographical
distribution of poverty and wealth in Britain. It presents the most
comprehensive estimates of the changing levels of poverty and
wealth from the late 1960s. A wide range of secondary data is used,
beginning with the first national Poverty in the UK survey of Peter
Townsend and colleagues, and ending with data released during the
middle of the current decade. The authors extend concepts of social
exclusion to establish 5 household groupings: the 'exclusive
wealthy' - able to exclude themselves from the norms of society;
those who are rich but not exclusively so; those who are neither
rich nor poor; the 'breadline poor'; and the 'core poor' - who
experience a combination of severe income poverty, material
deprivation and subjective poverty. Poverty and wealth statistics
are mapped in detail to explore geographical patterns over the last
four decades, and analysed to determine whether poverty and wealth
have become more or less polarised.
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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Nadine Gordimer
Paperback
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R398
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Discovery Miles 3 300
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