Chance, Illusion and Engagement

Year: 2000


Type of paper: Abstract refereed

Much attention is being currently focussed on the kinds of classroom pedagogies that will be productive for students from low socio-economic backgrounds. While recognising that relationships between poor students and teachers is a key place where educational differences can be made, this paper draws attention to critical issues of enduring resistance in schools serving poor communities. Here classrooms are often places where students have little interest in becoming engaged with any classroom practices, no matter how well intentioned and how emancipatory they may seem to their teachers and schools. The continuing challenge for teachers and policymakers is to consider how, when school resistance is persistent and culturally supported, that disengaged students may be encouraged to take up offers of educational success when many clearly view these offers as illusionary.