Poor children need rich teaching, not deficit labelling

Abstract

This 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.