Seeing disadvantage in schools: exploring student teachers’ perceptions of poverty and disadvantage using visual pedagogy

Article


White, M. and Murray, J. 2016. Seeing disadvantage in schools: exploring student teachers’ perceptions of poverty and disadvantage using visual pedagogy. Journal of Education for Teaching. 42 (4), pp. 500-515.
AuthorsWhite, M. and Murray, J.
Abstract

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.

JournalJournal of Education for Teaching
Journal citation42 (4), pp. 500-515
ISSN1360-0540
0260-7476
Year2016
PublisherTaylor & Francis
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1080/02607476.2016.1215543
Publication dates
Print23 Aug 2016
Publication process dates
Deposited01 Sep 2016
Accepted14 Mar 2016
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 23.08.16, available online: http://www.tandfonline.com/10.1080/02607476.2016.1215543
LicenseAll rights reserved
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