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 language | English |
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Title of host publication | Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities |
Editors | Susanne Gannon, Robert Hattam, Wayne Sawyer |
Place of Publication | U.K. |
Publisher | Routledge |
Pages | 122-130 |
Number of pages | 9 |
ISBN (Electronic) | 9781315109268 |
ISBN (Print) | 9781138089303 |
Publication status | Published - 2018 |
Keywords
- socioeconomic status
- students
- teachers