Pat Thomson

Robert Hattam

Barbara Comber

Debra Hayes

Lyn Kerkham

Ruth Lupton

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication Page -- Table of Contents -- List of Illustrations -- Series Editors' Preface -- Acknowledgements -- List of abbreviations -- About the authors -- Introduction: The problem of literacy Long-running debates and -- Redesigning school literate practices: pedagogies of possibility -- Educational leadership and turn-around literacy pedagogies -- Supporting Improved Literacy Achievement (SILA) pilot project -- Overview of the book -- References -- Chapter 1 Poverty now -- Place: tracing the production of poverty -- Policy: the emergence and development of inequality as an issue of concern in education in Australia and the United Kingdom -- People: living in poverty -- Educational research in the north: key contributions to understanding poverty -- Making the Difference (Connell et al., 1982) and Teachers' Work (Connell, 1985) -- Schooling the Rustbelt Kids (Thomson, 2002) -- Redesigning Pedagogies in the North (RPiN) project (Hattam et al., 2009) -- Conclusion -- References -- Chapter 2 Studying schools -- The schools and their communities -- Leadership and literacy in the four schools: an introduction -- Hogwarts: a short-term, targeted intervention -- Enrichment programme to support growth -- Supporting a range of needs -- Studying the four schools -- Notes -- References -- Chapter 3 Educational leadership practices: Making and remaking the school -- Poverty and its effects come to school -- Making sense of what is made visible in the work of leaders -- The dilemmas of leaders' work -- Changing pedagogy through whole-school agreements -- Practising 'educational' leadership whilst responding to demands for performativity -- Conclusion -- Notes -- References -- Chapter 4 Uncommon pedagogies -- Teachers who stood out from their peers

Beyond Pedagogies of Poverty

Literacy, Leading and Learning

Andrew Peterson

Rebecca Rogers

Cheryl E. Matias

DaVonna L. Graham

Adam J. Alvarez

Derric I. Heck

Jawanza K. Rand

H. Richard Milner IV

Ashlee Anderson

Brittany Aronson

Jared J. Aldern

Gwendolyn Thompson McMillon

Rachel Salas

Angela M. Jaime

Caskey Russell

Eric D. Teman

Andrew B. Torres

Lamar L. Johnson

Adeline Borti

Cynthia Brock

Pauline Harris

Ufemia Camaitoga

Lydiah Nganga

John Kambutu

Qi Sun

Reed Scull

This volume promotes the widespread application of Critical Race Theory (CRT) to better prepare K-12 teachers to bring an informed asset-based approach to teaching today's highly diverse populations. The text explores the tradition of CRT in teacher education and expands CRT into new contexts, including LatCrit, AsianCrit, TribalCrit, QueerCrit, and BlackCrit.

Informing Classroom Culture and Practice

Critical Race Theory in Teacher Education

Robert Hattam

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