This book explores a range of challenges teachers face in dealing with situations of
disadvantage and explores different ways of thinking about these situations. Starting with a
variety of incidents written by teachers in schools in disadvantaged settings the book
provides a range of ways of thinking about these - some more psychological others more
sociological - and chapters develop conversations between teachers and academics. These
'conversations' will help teachers reflect more deeply on the contexts in which they work on
what disadvantage means and how disadvantage manifests in practice. It will also help teachers
reflect upon the nature of their work what it means to be a good and effective teacher and
the particular skills approaches relationships and competencies that may need to be developed
in differing settings of educational disadvantage. The book explores the tensions between
different ways of thinking about education and disadvantage it will make compelling reading
for students and teachers of education education policy makers and practising schoolteachers.
