Literacy Leading and Learning

<p>How might educational leaders and teachers improve literacy achievement in schools serving communities experiencing high levels of poverty? This question is the focus of this book. Drawing on long-term case studies of four primary schools located in these communities this book describes the difference between what is commonly practiced and those practices that have a greater chance of supporting young people’s literacy learning. </p><p>In this multi-layered analysis of the effects of policy on practice the authors: discuss global concerns with literacy policy and testing in view of the growing gaps between rich and poor; examine the effects of the intensification of inequality and entrenched poverty and the implications for schools; illustrate how deficit discourses pertaining to communities living in poverty are contested in schools; and describe the complexities of sustaining pedagogical and curriculum change to address the problem of unequal educational outcomes in literacy.</p><p>This book grapples with some of the most debated questions regarding educational disadvantage school change leadership and literacy pedagogy that face educational researchers policy-makers and practitioners internationally. As well as providing a critique of the risks of current policy rationales it conveys some hopeful accounts of practice that provide leads for further development.</p>