目次

Introduction: Resisting educational inequality Susanne Gannon, Robert Hattam and Wayne Sawyer (Australia) PART I: MAPPING THE DAMAGE: BETTER EXPLANATIONS FOR EDUCATIONAL INEQUALITY Social justice and schooling in a Post-Westphalian era Bob Lingard (Australia) Mapping possible futures: Funds of aspiration and educational desire Susanne Gannon, Mohamed Moustakim, Dorian Stoilescu and David Wright (Australia) Bracketing out socio-educational disadvantage in literacy testing regimes and its effects on equity discourses Stewart Riddle (Australia) Moving beyond the academic and vocational divide in Australian schools Barry Down (Australia) Beyond ‘naive possibilitariansim’ in urban schools in England Lori Beckett (UK) Ignoring the gap?: Addressing poverty in teacher education in England Ian Thompson (UK) Beginning teacher subjectivities and pedagogical encounters in Low SES schools Susanne Gannon (Australia) Circling a conflicted policy landscape: Child poverty and education in Northern Ireland Ruth Leitch, Joanne Hughes, Tony Gallagher (UK) PART II: HOW SCHOOLS AND TEACHERS CAN IMPROVE EDUCATIONAL ENGAGEMENT Effective pedagogies for enhancing pre-schoolers’ engagement with learning in ‘disadvantaged’ communities Leonie Arthur and Christine Woodrow (Australia) Creating space for a shared repertoire: Re-imagining pedagogies to cultivate transcultural competencies Jacqueline D’Warte (Australia) A tale of two schools: Changing school culture to improve student engagement in low SES schools Katina Zammit and Wayne Sawyer (Australia) Foregrounding relational justice in schools as a means of removing barriers to learning Karen Laing, Laura Mazzoli Smith and Liz Todd (UK) Flexible schooling options: Widening possibilities or restricting opportunities? Martin Mills (Australia) Navigating the domains of professional knowledge: Teacher and student identities in the micro-politics of everyday life in schools Sue Ellis (UK) Hope, spaces, and possible selves: Processes of becoming socially critical teachers Alison Wrench (Australia) Quality teaching discourses: A contested terrain Jo Lampert, Bruce Burnett, Lutz Hoff, Angela Ferguson, Rebecca Hazleden, and Barbara Comber (Australia) Re-engagement with learning: Triggers and processes Margaret Vickers and Katrina Barker (Australia) Ideas of community: Assembling new governance in Early Childhood Education Joanne Orlando, Anne Power and Christine Woodrow (Australia) PART III: HOW MIGHT WE REFRAME RESEARCH, POLICY AND PRACTICE IN FUTURE? Ethnographies in education: Misunderstandings and new developments Debra Hayes (Australia) Poverty and difference: rethinking the potentiality of poor children Gabrielle Ivinson (UK) Proxies of educational failure: Broadening the diagnostic frames Roger Slee (Australia) Education and tackling poverty: Shifting paradigms David Egan (UK) Equity and new modes of accountability in schooling Sam Sellar (Australia) Pro-activating curriculum: A problematic-based approach Lew Zipin and Marie Brennan (Australia and South Africa) Schools as sites of advanced capitalism: Reading radical inequality radically Margaret Somerville (Australia) Conclusion: Reframing policy and practice Robert Hattam, Susanne Gannon and Wayne Sawyer (Australia)