Overcoming Stereotypes, Discovering Hidden Capitals

Autor/inn/en	Beckett, Lori; Wrigley, Terry
Titel	Overcoming Stereotypes, Discovering Hidden Capitals
Quelle	In: Improving Schools, 17 (2014) 3, S.217-230 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480214556419
Schlagwörter	Stereotypes; Poverty; Disadvantaged Youth; Barriers; Educational Opportunities; Teacher Education Programs; Critical Theory; Teacher Competencies; Research Projects; Social Capital; Cultural Capital; Achievement Gap; Profiles; Student Characteristics; Teacher Student Relationship; Politics of Education; Educational Policy; Educational Change; Change Strategies; Generational Differences; Secondary Education; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klischee; Armut; Benachteiligter Jugendlicher; Bildungsangebot; Bildungschance; Kritische Theorie; Lehrkunst; Forschungsvorhaben; Sozialkapital; Charakterisierung; Profilanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational policy; Bildungspolitik; Politics of education; Bildungsreform; Lösungsstrategie; Sekundarbereich; Ausland
Abstract	This article presents a model of teacher research supported by academic partners to develop a better understanding of the barriers to education faced by young people growing up in poverty. It critiques politicians' demands for teachers to "close the gap" for ignoring the cumulative intergenerational effects of deprivation. The authors explain how a simplistic "craft" version of teaching has tended to reduce initial teacher education in England to training in the pragmatics of curriculum "delivery" and policy implementation, leaving teachers theoretically and practically ill-prepared to deal with extremes of inequality. Finally, it presents a pilot research project designed to see beyond statistical labels and into the particularities of students' lives out of school, in order to reveal not only the realities of deprivation but also potential sources of cultural and social capital in their extended families and neighbourhoods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10