{"title":"Poverty and education in Wales:","authors":"D. Egan","doi":"10.2307/j.ctv15wxnbp.11","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.11","url":null,"abstract":"","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116707470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction:","authors":"I. Thompson, G. Ivinson","doi":"10.2307/j.ctv15wxnbp.7","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.7","url":null,"abstract":"","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129254604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter attempts to connect the processes of education, inequality and poverty with children and young people’s experiences of living in areas of economic disadvantage. It explores young people’s everyday lived experiences of poverty with a focus on education. Schools alone cannot ameliorate the effects of poverty. Yet, worryingly, numerous reports of young people’s experiences suggest that schools often amplify the effects of poverty. There is, therefore, an urgent need to understand the subjective experiences of young people to appreciate how the structures of educational institutions further marginalise the more vulnerable. A series of case illustrations describe the lived experiences of schooling for some young people. The final section looks at what needs to be done and highlights the damage of refusing to take more explicit action to prevent education systems making matters worse.
{"title":"Diffracting educational policies through the lens of young people’s experiences","authors":"G. Ivinson","doi":"10.2307/j.ctv15wxnbp.13","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.13","url":null,"abstract":"This chapter attempts to connect the processes of education, inequality and poverty with children and young people’s experiences of living in areas of economic disadvantage. It explores young people’s everyday lived experiences of poverty with a focus on education. Schools alone cannot ameliorate the effects of poverty. Yet, worryingly, numerous reports of young people’s experiences suggest that schools often amplify the effects of poverty. There is, therefore, an urgent need to understand the subjective experiences of young people to appreciate how the structures of educational institutions further marginalise the more vulnerable. A series of case illustrations describe the lived experiences of schooling for some young people. The final section looks at what needs to be done and highlights the damage of refusing to take more explicit action to prevent education systems making matters worse.","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126944140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Poverty and education in England:","authors":"I. Thompson","doi":"10.2307/j.ctv15wxnbp.12","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.12","url":null,"abstract":"","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122061200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Index","authors":"","doi":"10.2307/j.ctv15wxnbp.14","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.14","url":null,"abstract":"","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128160542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.46692/9781447330899.005
S. McKinney, Stuart Hall, K. Lowden
The aim of this chapter is to critically examine child poverty and the impact of child poverty on school education in contemporary Scotland and the reactions and responses to this impact on school education by official bodies and groups. The chapter maps out the levels of poverty in Scotland, the different approaches to the measurement of poverty and the nature and extent of child poverty. There is a critical analysis of the advantages and disadvantages of the current practice in the measurement of poverty and there is a discussion on the evidence focused on the impact of child poverty on school education. Finally, the chapter explores some of the responses and interventions that have been introduced and the ongoing debates about the effectiveness of these interventions.
{"title":"Poverty and Education in Scotland: Reality and Response","authors":"S. McKinney, Stuart Hall, K. Lowden","doi":"10.46692/9781447330899.005","DOIUrl":"https://doi.org/10.46692/9781447330899.005","url":null,"abstract":"The aim of this chapter is to critically examine child poverty and the impact of child poverty on school education in contemporary Scotland and the reactions and responses to this impact on school education by official bodies and groups. The chapter maps out the levels of poverty in Scotland, the different approaches to the measurement of poverty and the nature and extent of child poverty. There is a critical analysis of the advantages and disadvantages of the current practice in the measurement of poverty and there is a discussion on the evidence focused on the impact of child poverty on school education. Finally, the chapter explores some of the responses and interventions that have been introduced and the ongoing debates about the effectiveness of these interventions.","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127923172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Back Matter","authors":"","doi":"10.2307/j.ctv15wxnbp.15","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.15","url":null,"abstract":"","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126438692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.46692/9781447330899.006
D. Egan
In Wales there exists a strong association between coming from disadvantaged socio-economic backgrounds and doing less well in education. Whilst improvements are being made to this situation, progress is slow and is being impacted by changes in the composition of pupil populations in many secondary schools, which makes it more difficult for them to achieve high levels of success for their most disadvantaged pupils. This chapter, therefore, argues that if Wales is to achieve the ‘excellent and equitable’ education it aspires to create, these schools need to be re-fashioned as Community Partnership Schools which offer integrated support to pupils and their families and educational provision which is known to support more equitable outcomes.
{"title":"Poverty and Education in Wales: Enabling a National Mission","authors":"D. Egan","doi":"10.46692/9781447330899.006","DOIUrl":"https://doi.org/10.46692/9781447330899.006","url":null,"abstract":"In Wales there exists a strong association between coming from disadvantaged socio-economic backgrounds and doing less well in education. Whilst improvements are being made to this situation, progress is slow and is being impacted by changes in the composition of pupil populations in many secondary schools, which makes it more difficult for them to achieve high levels of success for their most disadvantaged pupils. This chapter, therefore, argues that if Wales is to achieve the ‘excellent and equitable’ education it aspires to create, these schools need to be re-fashioned as Community Partnership Schools which offer integrated support to pupils and their families and educational provision which is known to support more equitable outcomes.","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130646117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.46692/9781447330899.002
Ian Thompson, G. Ivinson
Poverty blights the lives of children and young people. Research has consistently shown that the most economically disadvantaged pupils across the United Kingdom (UK) have the poorest educational outcomes and that poverty has a pernicious effect on children’s well-being. However, far less is known about the ways that poverty is differentially experienced for children and young people in schools within the four jurisdictions of the UK. Are there historical, social and cultural factors that make poverty a postcode lottery in terms of quality of schooling in the different parts of the UK? Are successful local interventions context specific as the research evidence seems to suggest or can we learn from particular regions or cities? This introduction points out that anxieties about growing educational inequality in the UK have to be contextualised historically, geographically and in terms of the distinct political and socio-economic landscapes in England, Scotland, Wales and Northern Ireland.
{"title":"Introduction: the Landscapes of Poverty and Education Across the UK","authors":"Ian Thompson, G. Ivinson","doi":"10.46692/9781447330899.002","DOIUrl":"https://doi.org/10.46692/9781447330899.002","url":null,"abstract":"Poverty blights the lives of children and young people. Research has consistently shown that the most economically disadvantaged pupils across the United Kingdom (UK) have the poorest educational outcomes and that poverty has a pernicious effect on children’s well-being. However, far less is known about the ways that poverty is differentially experienced for children and young people in schools within the four jurisdictions of the UK. Are there historical, social and cultural factors that make poverty a postcode lottery in terms of quality of schooling in the different parts of the UK? Are successful local interventions context specific as the research evidence seems to suggest or can we learn from particular regions or cities? This introduction points out that anxieties about growing educational inequality in the UK have to be contextualised historically, geographically and in terms of the distinct political and socio-economic landscapes in England, Scotland, Wales and Northern Ireland.","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114263310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Poverty and education in Northern Ireland:","authors":"R. Leitch, Erik Cownie","doi":"10.2307/j.ctv15wxnbp.9","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.9","url":null,"abstract":"","PeriodicalId":197386,"journal":{"name":"Poverty in Education across the UK","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114621818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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