NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111777
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0260-7476
Seeing Disadvantage in Schools: Exploring Student Teachers' Perceptions of Poverty and Disadvantage Using Visual Pedagogy
White, M. L.; Murray, Jean
Journal of Education for Teaching: International Research and Pedagogy, v42 n4 p500-515 2016
This paper describes exploratory research into the development of innovative visual pedagogies for investigating how pre-service student-teachers articulate their views about the effects of poverty on educational attainment. Social class emerges as the strongest factor in poverty and educational disadvantage in the UK. The resulting issues are often awkward for students to discuss and conventional pedagogies may not have effective "reach" here. Findings from this study showed that the visual methods deployed gave students pedagogically well-structured spaces for the expression and exchange of a diversity of views about poverty and social class, engaging them in both heated discussions and prolonged "silences." However, the pedagogies did not challenge the stereotypical deficit models of "the poor" which some students expressed. Nevertheless, we argue that reconfigured versions of these visual pedagogies have considerable potential for innovative social justice work in teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A