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Informationen zum Autor Susanne Gannon is Associate Professor in the School of Education at Western Sydney University. Her research interests include gender and equity issues in education. She has co-authored and co-edited seven previous books including Pedagogical Encounters , Place Pedagogy Change , Contemporary Issues in Equity in Education and, most recently, Becoming Girl . She currently coedits the journal Gender and Education . Robert Hattam is a Professor in the School of Education at the University of South Australia. He has co-authored Schooling for a Fair Go, Teachers' Work in a Globalizing Economy, Reconciliation and Pedagogy, Dropping Out, Drifting Off, Being Excluded and, most recently, Literacy, Leading and Learning – the latter two for Routledge. Wayne Sawyer is a Professor in the School of Education at Western Sydney University. His research interests are in curriculum and schooling in high-poverty contexts. He has recently co-authored Exemplary Teachers of Students in Poverty and Engaging Schooling: Developing Exemplary Education for Students in Poverty – both for Routledge. Klappentext This edited collection is about poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality when policy research suggests that such issues are being ignored or distorted within neoliberal logics. It opens innovative areas of thinking by exploring different explanations and approaches to school change. Zusammenfassung This edited collection is about poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality when policy research suggests that such issues are being ignored or distorted within neoliberal logics. It opens innovative areas of thinking by exploring different explanations and approaches to school change. Inhaltsverzeichnis 1 Researching educational sites serving ‘disadvantaged’ (sub)urban communities: reframing policy and practice Susanne Gannon, Robert Hattam and Wayne Sawyer FOCUS AREA 1 Mapping the damage 2 Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling Stewart Riddle 3 Beyond ‘naïve possibilitarianism’ in urban schools in England Lori Beckett 4 Moving beyond the academic and vocational divide in Australian schools Barry Down 5 Beginning teacher subjectivity and pedagogical encounters in low SES schools Susanne Gannon 6 Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England Ian Thompson 7 Circling a conflicted policy landscape: child poverty and education in Northern Ireland Tony Gallagher, Ruth Leitch and Joanne Hughes 8 Mapping possible futures: funds of aspiration and educational desire Susanne Gannon, Mohamed Moustakim, Dorian Stoilescu and David Wright FOCUS AREA 2 Resources for hope 9 Effective pedagogies for enhancing preschoolers’ engagement with learning in disadvantaged communities Leonie Arthur and Christine Woodrow 10 Creating space for a shared repertoire: re-imagining pedagogies to cultivate transcultural and translingual competencies Jacqueline D’warte 11 Teacher development through collaborative research in low SES contexts: a tale of two schools Katina Zammit and Wayne Sawyer 12 Poverty and school processes: from equality of opportunity to relational justice Karen Laing, Laura Mazzoli Smith and Liz Todd 13 Hope, spaces, and possible selves: processes of becoming socially critical teachers
