Education and Poverty in Affluent Countries. Routledge Research in Education

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Sonst. Personen	Raffo, Carlo (Hrsg.); Dyson, Alan (Hrsg.); Gunter, Helen (Hrsg.); Hall, Dave (Hrsg.); Jones, Lisa (Hrsg.); Kalambouka, Afroditi (Hrsg.)
Titel	Education and Poverty in Affluent Countries. Routledge Research in Education
Quelle	(2011), (254 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4159-9880-2
Schlagwörter	Critical Theory; Disadvantaged Schools; Poverty; Educational Objectives; Outcomes of Education; Foreign Countries; Access to Education; Educational Policy; Urban Education; Equal Education; Racial Bias; Educational Environment; Leadership Responsibility; Program Effectiveness; Social Change; Concept Mapping; Australia; Canada; Illinois; United Kingdom + Suchen Sie Ihr Suchwort? Kritische Theorie; Armut; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Stadtteilbezogenes Lernen; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Wandel; Concept Map; Australien; Kanada; Großbritannien
Abstract	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. This book contains three sections. Section 1, Education and Poverty: A Mapping Framework, contains: (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); and (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, contains: (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); and (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, contains: (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); and (14) What is to be Done? Implications for Policy Makers (Alan Dyson, Helen Gunter, Dave Hall, Carlo Raffo, Lisa Jones and Afroditi Kalambouka). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10