Education and Poverty in Affluent Countries
Edited by Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones, Afroditi Kalambouka
Routledge – 2010 – 256 pages
Series: Routledge Research in Education
For the first time, researchers, policymakers and practitioners across the world will have access to a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. Although there is widespread agreement that poverty and poor educational outcomes are related, there are competing explanations as to why that should be the case. This is a major problem for practitioners, policy makers and researchers who are looking for pointers to action, or straightforward ways of understanding an issue that troubles education systems across the world. This unique book brings scholarship and analysis from some of the most influential researchers and writers on education and poverty within one text. The authors provide a synthesising framework that will help researchers and policy makers to examine future educational policy in a holistic and comprehensive fashion.
"The overall project in which this book is engaged—to synthesize and make sense of what the terrain looks like—is ambitious and definitely worthwhile."--Education Review
Section 1: Education and Poverty: A Mapping Framework 1. Education and Poverty in Affluent Countries: An Introduction to the Book and the Mapping Framework Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 2. The Mapping Framework, Research Literature and Policy Implications within a Functionalist Perspective Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 3. The Mapping Framework, Research Literature and Policy Implications within a Socially Critical Perspective Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka Section 2: International Studies on Education and Poverty 4. Neoliberal Urban Education Policy: Chicago, A Paradigmatic Case of the Production of Inequality, and Racial Exclusion Pauline Lipman 5. Inclusive School Leadership Strategies in Disadvantaged Schools Based on Student and Community Voice: Implications for Australian Educational Policy John Smyth 6. Effectiveness and Disadvantage in Education: Can a Focus on Effectiveness Aid Equity in Education? Daniel Muijs 7. High Hopes in a Changing World: Social Disadvantage, Educational Expectations, and Occupational Attainment in Three British Cohort Studies Ingrid Schoon 8. Area-Based Initiatives in English Education: What Place for Place and Space? Ruth Lupton 9. A Critical Pedagogy of Global Place: Regeneration in and as Action Pat Thomson 10. Leaving School and Moving On: Poverty, Urban Youth and Learning Identities Meg Maguire 11. The Challenges of Poverty and Urban Education in Canada: Lessons from Two School Boards Jane Gaskell and Ben Levin Section 3: An Examination of Educational Policy 12. Policy and the Policy Process Helen Gunter, Carlo Raffo, Dave Hall Alan Dyson, Lisa Jones and Afroditi Kalambouka 13. Poverty and Educational Policy Initiatives: A Review Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 14. What is to be Done? Implications for Policy Makers Alan Dyson, Helen Gunter, Dave Hall, Carlo Raffo, Lisa Jones and Afroditi Kalambouka
Carlo Raffo is a Reader in Education at the University of Manchester.
Alan Dyson is Professor of Education in the University of Manchester.
Helen Gunter is Professor of Educational Policy, Leadership and Management in the School of Education at the University of Manchester.
Dave Hall is a Senior Lecturer in Education at the School of Education, University of Manchester.
Lisa Jones is a Research Assistant at the University of Manchester and is currently studying for her Ph.D.
Afroditi Kalambouka is a Research Associate at the University of Manchester.