Abstract:
This paper draws on the experiences of a principal in a 'high-poverty' Tasmanian primary school. As an autoethnography, it relies on `lived experience' for much of the subsequent views and claims offered. However, the reflections also suggest that theory, research and practice provide a sturdy evidence base for informing leadership and learning in a high-poverty school setting. Relevant literature is canvassed together with a selection of insights into the workings of a high-poverty school to show both impressive and troubling 'performances' by key stakeholders.
Although, at its core, this account is an optimistic one, attention is directed to the substantial challenges associated with providing a first-class education to all of the students in the public education system. Depictions of events are provided which point to the additionally complex circumstances within which high-poverty schools exist. Some of these cameos underscore the extraordinary capacities and/or potential of teachers, parents and students. Others underline how the pernicious effects of poverty can rob individuals of a sense of agency. Still others show a level of ignorance and fear amongst a minority of educators which threatens to keep students from high-poverty circumstances 'in their place'.
Together, these portraits suggest that much within high-poverty schools deserves to be acclaimed. However, in what also appears, it is evident that some events are buttressed by defensive or exclusive standpoints on the part of adults, in particular. In what follows, the case is put for those within the Academy, Department of Education central offices, and the teaching profession to better support those connected with high-poverty schools-especially the students.
Although, at its core, this account is an optimistic one, attention is directed to the substantial challenges associated with providing a first-class education to all of the students in the public education system. Depictions of events are provided which point to the additionally complex circumstances within which high-poverty schools exist. Some of these cameos underscore the extraordinary capacities and/or potential of teachers, parents and students. Others underline how the pernicious effects of poverty can rob individuals of a sense of agency. Still others show a level of ignorance and fear amongst a minority of educators which threatens to keep students from high-poverty circumstances 'in their place'.
Together, these portraits suggest that much within high-poverty schools deserves to be acclaimed. However, in what also appears, it is evident that some events are buttressed by defensive or exclusive standpoints on the part of adults, in particular. In what follows, the case is put for those within the Academy, Department of Education central offices, and the teaching profession to better support those connected with high-poverty schools-especially the students.