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A Companion to Research in Teacher EducationQuality of Education and the Poor: Constraints on Learning

A Companion to Research in Teacher Education: Quality of Education and the Poor: Constraints on... [Poverty and educational research rarely view school experiences and the identities of children as tied in to socio-economic conditions and associated social milieu as worthy of attention, as both view poverty as a mere barrier to educational access. This paper argues that simplistic connections between educational provisioning and poverty miss the more important unheeded idea embedded in the construction of ‘capability deprivation’—that of foregrounding the criticality of the educational process. Empirical accounts reveal the dominant school ethos to be one where children of the poor are perceived with stigmatised identities and treated as non-epistemic entities. Hence, they are excluded from learning not because of the absence of conditions necessary for enabling participation and learning but because of the presence of conditions of capability deprivation that are found to characterise the everyday classroom. It is argued that a collusion between the manner in which quality of education and its relationship with poverty is conceptualised and positioned in the era of market-based reforms, sets the conditions for the production of capability deprivation.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Research in Teacher EducationQuality of Education and the Poor: Constraints on Learning

Editors: Peters, Michael A.; Cowie, Bronwen; Menter, Ian
Batra, Poonam
A Companion to Research in Teacher Education — May 3, 2017
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16 pages

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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-4073-3
Pages
417 –433
DOI
10.1007/978-981-10-4075-7_28
Publisher site
See Chapter on Publisher Site

Abstract

[Poverty and educational research rarely view school experiences and the identities of children as tied in to socio-economic conditions and associated social milieu as worthy of attention, as both view poverty as a mere barrier to educational access. This paper argues that simplistic connections between educational provisioning and poverty miss the more important unheeded idea embedded in the construction of ‘capability deprivation’—that of foregrounding the criticality of the educational process. Empirical accounts reveal the dominant school ethos to be one where children of the poor are perceived with stigmatised identities and treated as non-epistemic entities. Hence, they are excluded from learning not because of the absence of conditions necessary for enabling participation and learning but because of the presence of conditions of capability deprivation that are found to characterise the everyday classroom. It is argued that a collusion between the manner in which quality of education and its relationship with poverty is conceptualised and positioned in the era of market-based reforms, sets the conditions for the production of capability deprivation.]

Published: May 3, 2017

Keywords: Capability Approach; Social Milieu; Quality Debate; Ethnographic Account; Poverty Research

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