Wrigley, TerryGannon, SusanneHattam, RobertSawyer, Wayne2019-10-212019-10-212018-06-07Wrigley, 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.978113808931097811380893039781315109268https://eresearch.qmu.ac.uk/handle/20.500.12289/10134https://www.routledge.com/Resisting-Educational-Inequality-Reframing-Policy-and-Practice-in-Schools/Gannon-Hattam-Sawyer/p/book/9781138089310This 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.enThis 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/9781138089310Book chapter