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dc.contributor.authorWrigley, Terryen
dc.contributor.editorGannon, Susanneen
dc.contributor.editorHattam, Roberten
dc.contributor.editorSawyer, Wayneen
dc.date.accessioned2019-10-21T12:42:53Z
dc.date.available2019-10-21T12:42:53Z
dc.date.issued2018-06-07
dc.identifierhttps://eresearch.qmu.ac.uk/bitstream/handle/20.500.12289/10134/10134.pdf
dc.identifier.citationWrigley, T. (2018) Poor children need rich teaching, not deficit labelling. In: Gannon, S., Hattam, R. & Sawyer, W. (eds.) Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities. Melbourne: Routledge.en
dc.identifier.isbn9781138089310en
dc.identifier.isbn9781138089303
dc.identifier.isbn9781315109268
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/10134
dc.identifier.urihttps://www.routledge.com/Resisting-Educational-Inequality-Reframing-Policy-and-Practice-in-Schools/Gannon-Hattam-Sawyer/p/book/9781138089310
dc.description.abstractThis chapter explores directions of curricular change in the context of neoliberalism and austerity politics in the UK. It examines a succession of flawed explanations for underachievement in schools, which in various ways construct working-class students as intrinsically defective learners. It highlights the failure of managerialist school reform to produce greater opportunity or equality. After a brief history of neoliberal and neoconservative trends in curriculum reform, I outline some key principles for pursuing curricular and pedagogical justice.en
dc.description.urihttps://www.routledge.com/Resisting-Educational-Inequality-Reframing-Policy-and-Practice-in-Schools/Gannon-Hattam-Sawyer/p/book/9781138089310en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.ispartofResisting educational inequality: Reframing policy and practice in schools serving vulnerable communitiesen
dc.rightsThis is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities on 07 Jun 2018, available online: http://www.routledge.com/9781138089310
dc.titlePoor children need rich teaching, not deficit labellingen
dc.typeBook chapteren
dcterms.accessRightspublic
dc.description.ispublishedpub
rioxxterms.typeBook chapteren
rioxxterms.publicationdate2018-06-07
refterms.dateEmbargoEnd2019-12-07
refterms.dateFCD2019-10-21
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorWrigley, Terryen
qmu.centreCentre for Applied Social Sciencesen
dc.description.statuspub
refterms.versionAMen
refterms.dateDeposit2019-10-21
refterms.dateFreeToRead2019-12-07
refterms.dateFreeToDownload2019-12-07
refterms.dateToSearch2019-12-07


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