Notes

Contents: Part 1. Structure, agency and social justice -- Poverty and inequality of educational achievement / Ivan Snook, John O'Neill -- Pohara, tonui, kokiri: imagine a child and whanau-centred economy of equality, wealth creation and poverty removal / Manuka Henare -- Food in schools: reflections on the new social space / Donna Wynd -- Deficit thinking and the politics of blame / Martin Thrupp -- Pacific students: positioned as failures, targets and consumers / Diane Mara -- Pedagogies of hope: dialogical professional development / Vicki M. Carpenter -- "Out of sight, out of mind?": education provision for learners disengaged from school / Jane Higgins, Karen Nairn -- Teacher saints and principal superheroes / Jane Blaikie -- Part 2. Worlds and words: teachers' postgraduate studies. Learning to teach: pre-service teachers' engagement with poverty and diosadvantage / Jennifer Tatebe -- Boards of trustees and parents in a low-decile school: communication / Jean Mansill -- Whanaungatanga in education / Rewiri McKinney -- Relational trust and Pakeha principals working with Maori cultural difference / Rose Yukich -- Positive race relations in a South Auckland secondary school / Shaquelle Maybury -- Equitable outcomes for Pasifika students / Michelle Hards -- Part 3. We are Manawa Ora: we are hope -- Colouring in the white spaces / Ann Milne -- Deliberate acts of engagement / Michelle Hards -- The Starpath Project: promoting student success in secondary schools serving low-SES communities / Andres P. Santamaria [and others] -- Love lives here: realising rangitahi potential / Sarah Longbottom -- Manaiakalani: tackling the educational challenge of poverty through innovation and collaboration / Rebecca Jesson [and others] -- A suicide of the soul: neoliberalism, the arts and democracy / Peter O'Connor Summary: Young New Zealanders usually attend school from ages 5 to16, their formal education encompassing at least 12,000 hours. Not all reach their academic potential in that time. There is now substantial evidence linking poverty with poor educational outcomes and lifelong disadvantage. While wider structural and system injustices (poor health, substandard housing, low wages) are major factors which must be addressed, compulsory schooling also has a significant role to play in addressing education's outcome inequalities. The contributors to this book include key New Zealand writers in the field of poverty and education in New Zealand. (Publisher)