LEADER 04343oam 2200709I 450 001 9910456927203321 005 20200520144314.0 010 $a1-135-27203-4 010 $a1-135-27204-2 010 $a1-282-44384-4 010 $a9786612443848 010 $a0-203-86033-0 024 7 $a10.4324/9780203860335 035 $a(CKB)2550000000001544 035 $a(EBL)465298 035 $a(OCoLC)502240547 035 $a(SSID)ssj0000337037 035 $a(PQKBManifestationID)11223788 035 $a(PQKBTitleCode)TC0000337037 035 $a(PQKBWorkID)10289514 035 $a(PQKB)11039322 035 $a(MiAaPQ)EBC465298 035 $a(Au-PeEL)EBL465298 035 $a(CaPaEBR)ebr10358752 035 $a(CaONFJC)MIL244384 035 $a(OCoLC)502240547 035 $a(EXLCZ)992550000000001544 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEducation and poverty in affluent countries /$fedited by Carlo Raffo. [et al.] 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (270 p.) 225 1 $aRoutledge research in education ;$v31 300 $aDescription based upon print version of record. 311 $a0-415-89729-7 311 $a0-415-99880-8 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Figure; Tables; Acknowledgments; Part I Education and Poverty: A Mapping Framework; 1 Education and Poverty in Affluent Countries: An Introduction to the Book and the Mapping Framework; 2 The Mapping Framework, Research Literature, and Policy Implications Within a Functionalist Perspective; 3 The Mapping Framework, Research Literature, and Policy Implications Within a Socially Critical Perspective; Part II International Studies on Education and Poverty 327 $a4 Neo-liberal Urban Education Policy: Chicago, A Paradigmatic Case of the Production of Inequality and Racial Exclusion5 Inclusive School Leadership Strategies in Disadvantaged Schools Based on Student and Community Voice: Implications for Australian Educational Policy; 6 Effectiveness and Disadvantage in Education: Can a Focus on Effectiveness Aid Equity in Education?; 7 High Hopes in a Changing World: Social Disadvantage, Educational Expectations, and Occupational Attainment in Three British Cohort Studies; 8 Area-Based Initiatives in English Education: What Place for Place and Space? 327 $a9 A Critical Pedagogy of Global Place: Regeneration in and as Action10 Leaving School and Moving On: Poverty, Urban Youth, and Learning Identities; 11 The Challenges of Poverty and Urban Education in Canada: Lessons from Two School Boards; Part III An Examination of Educational Policy; 12 Policy and the Policy Process; 13 Poverty and Educational Policy Initiatives: A Review; 14 What Is to Be Done? Implications for Policy Makers; Contributors; References; Index 330 $aFor the first time, researchers, policymakers and practitioners across the world will have access to a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. Although there is widespread agreement that poverty and poor educational outcomes are related, there are competing explanations as to why that should be the case. This is a major problem for practitioners, policy makers and researchers who are looking for pointers to action, or straightforward ways of understanding an issue that troubles education systems across the world. Th 410 0$aRoutledge research in education ;$v31. 606 $aChildren with social disabilities$xEducation$zDeveloped countries$vCross-cultural studies 606 $aEducational equalization$zDeveloped countries$vCross-cultural studies 606 $aPoverty$zDeveloped countries$vCross-cultural studies 608 $aElectronic books. 615 0$aChildren with social disabilities$xEducation 615 0$aEducational equalization 615 0$aPoverty 676 $a371.826942 701 $aRaffo$b Carlo$0923253 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456927203321 996 $aEducation and poverty in affluent countries$92071814 997 $aUNINA