Pub Date : 2020-09-02DOI: 10.46692/9781447330899.007
Ian Thompson
This chapter presents England as the educational outlier in the UK despite the fact that the vast majority of the UK’s pupil population is taught in its schools. England is the only jurisdiction in which the government controls education and the agents of the welfare state, and arguably the one in which a strong neo-liberal commitment to the market dominates. The pronounced neo-liberal stance taken by the Conservative Government blames the so-called ‘underserving poor’, increasingly presented as the ‘non-productive’ groups, for causing the need for welfare provision. Major education policy initiatives in England are often incoherent and distorted by a neoliberal mind-set around performativity, human capital, and social ‘mobility’. At the same time government policy in England often assumes deficit models which blame both those living in poverty and the teachers who teach them rather than providing adequate resources. This chapter draws on research to argue that addressing the inequality gap in England will require a major policy shift despite the fact that it is already a high-profile policy issue.
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Pub Date : 2020-09-02DOI: 10.46692/9781447330899.004
R. Leitch, Erik Cownie
This chapter examines the issue of poverty and education in Northern Ireland (NI) and how the particular economic, social, political, and educational challenges associated with NI following the Troubles (1968-1998) are viewed as inextricably entangled in this region of the United Kingdom. After briefly outlining the relatively recent and current political and policy landscapes, it goes on to consider patterns of demography, poverty and deprivation and educational achievement and how these link to segregation and issues of difference. The chapter then draws on a major, largely qualitative study that was undertaken in NI, Investigating Links in Achievement and Deprivation (ILiAD), in order to illustrate how any simple statistical correlation of deprivation and educational achievement plays out here in a much more complex nuanced manner.
{"title":"Poverty and Education in Northern Ireland: the Legacy of Division and Conflict","authors":"R. Leitch, Erik Cownie","doi":"10.46692/9781447330899.004","DOIUrl":"https://doi.org/10.46692/9781447330899.004","url":null,"abstract":"This chapter examines the issue of poverty and education in Northern Ireland (NI) and how the particular economic, social, political, and educational challenges associated with NI following the Troubles (1968-1998) are viewed as inextricably entangled in this region of the United Kingdom. After briefly outlining the relatively recent and current political and policy landscapes, it goes on to consider patterns of demography, poverty and deprivation and educational achievement and how these link to segregation and issues of difference. The chapter then draws on a major, largely qualitative study that was undertaken in NI, Investigating Links in Achievement and Deprivation (ILiAD), in order to illustrate how any simple statistical correlation of deprivation and educational achievement plays out here in a much more complex nuanced manner.","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":"127833266","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":"List of figures and tables","authors":"","doi":"10.2307/j.ctv15wxnbp.3","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.3","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":"116620955","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 reports on and draws lessons from the BERA Commission on Poverty and Policy Advocacy which set up five seminars and a community Forum across regions in each of the four jurisdictions of England, Scotland, Wales and Northern Ireland. The seminars highlighted differences between the differing political contexts of the four UK jurisdictions in terms of their conceptualisations and policy enactment around child poverty and the implications for teachers in each context. The BERA Commission found that the devolved contexts of the UK open up some limited but important spaces for difference and contestation. The chapter explores how attuning to the places where children and young people grow up provides an important lens on vulnerability, wellbeing and educational achievement.
{"title":"Policy, education and poverty across the UK","authors":"G. Ivinson, Ian Thompson","doi":"10.2307/j.ctv15wxnbp.8","DOIUrl":"https://doi.org/10.2307/j.ctv15wxnbp.8","url":null,"abstract":"This chapter reports on and draws lessons from the BERA Commission on Poverty and Policy Advocacy which set up five seminars and a community Forum across regions in each of the four jurisdictions of England, Scotland, Wales and Northern Ireland. The seminars highlighted differences between the differing political contexts of the four UK jurisdictions in terms of their conceptualisations and policy enactment around child poverty and the implications for teachers in each context. The BERA Commission found that the devolved contexts of the UK open up some limited but important spaces for difference and contestation. The chapter explores how attuning to the places where children and young people grow up provides an important lens on vulnerability, wellbeing and educational achievement.","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":"132421831","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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