Literacy, place, and pedagogies of possibility: Working against residualization effects and deficit discourses in poor school communities

Comber, Barbara (2014) Literacy, place, and pedagogies of possibility: Working against residualization effects and deficit discourses in poor school communities. In 2014 Annual Meeting of American Educational Research Association : The Power of Education Research for Innovation in Practice and Policy, 3 - 7 April 2014, Philadelphia, Pennsylvania.

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Australia has a long history of policy attention to the education of poor and working-class youth (Connell, 1994), yet currently on standardized educational outcomes measures the gaps are widening in ways that relate to social background, including race, location and class. An economic analysis of school choice in Australia reveals that a high proportion of government school students now come from lower Socio-Economic Status (SES) backgrounds (Ryan & Watson, 2004), indicating a trend towards a gradual residualisation of the poor in government schools, with increased private school enrolments as a confirmed national trend. The spatial distribution of poverty and the effects on school populations are not unique to Australia (Lupton, 2003; Lipman, 2011; Ryan, 2010). Raffo and colleagues (2010) recently provided a synthesis of socially critical approaches towards schooling and poverty arguing that what is needed are shifts in the balances of power to reposition those within the educational system as having some say in the ways schooling is organized. ‘Disadvantaged’ primary schools are not a marginal concern for education systems, but now account for a large and growing number of schools that serve an ever increasing population being made redundant, in part-time precarious work, under-employed or unemployed (Thomson 2002; Smyth, Down et al 2010). In Australia, the notion of the ‘disadvantaged’ school now refers to those, mostly public schools, being residualised by a politics of parental choice that drives neoliberalising policy logic (Bonner & Caro 2007; Hattam & Comber, forthcoming 2014; Thomson & Reid, 2003)...

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ID Code: 82882
Item Type: Conference Paper
Refereed: Yes
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 The author
Deposited On: 30 Mar 2015 02:38
Last Modified: 06 Sep 2016 05:15

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