Teacher development through collaborative research in low SES contexts : a tale of two schools

Katina Zammit, Wayne Sawyer

Research output: Chapter in Book / Conference PaperChapter

Abstract

While recognising the tension between socio-economic status (SES) as a driver of academic outcomes and discourses around teachers ‘making a difference’ (Thomson, 2002: 182-183), it is the latter that we examine here in the context of students from low SES contexts. We focus here on teacher practice as (just) one decisive educational resource in narrowing the equity gap for these students, particularly in focusing on higher-order intellectual challenge in place of the diet of low-level, functional tasks often served up to these students (Darling-Hammond, 2010: 52-54). The chapter argues that pedagogy in such contexts which is driven by teacher collaboration and teacher research is such a decisive educational resource for hope in low SES communities.
Original languageEnglish
Title of host publicationResisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities
EditorsSusanne Gannon, Robert Hattam, Wayne Sawyer
Place of PublicationU.K.
PublisherRoutledge
Pages122-130
Number of pages9
ISBN (Electronic)9781315109268
ISBN (Print)9781138089303
Publication statusPublished - 2018

Keywords

  • socioeconomic status
  • students
  • teachers

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