Educational scholars have argued that poverty can hamper student achievement. In this critical discussion paper, we provide a historiography of how urban poverty increased in America over the last 30 years of the 20th century. We contend that educators and educational researchers working in P-12 urban schools should understand how federal urban…

This manuscript draws from a 4-year feminist ethnographic study of eight young girls and their caretakers in a high-poverty, predominantly White, urban community in the USA. Themes of mothers, mothering, and motherhood were dominant across 4 years of data generation and in this article I focus on the girls' and mothers' narratives to explore…

Background/Context: Most accounts of teacher attrition fall into one or both of the following categories: teacher life cycle and workplace conditions. Many educational researchers have described and analyzed teaching in moral and ethical terms. Despite the numerous articles and books that study the personal convictions of teachers, a sustained…

Looking in classrooms is one of the most basic requirements of school improvement, and yet it is one of the least practised skills of teachers and one of the most contentious methods of educational researchers. When it does occur, it is difficult to agree on what to look for and even more difficult to agree on what is seen. This paper outlines an…

This narrative acts as an articulation of a journey of many routes. Following Part I of the same research journey of rootedness/routedness, it debates the nature of transformation and transcendence beyond personal and political paradoxes informed by neoliberalism and related repressive globalizing discourses. Through a more personal, descriptive,…

Reviews the educational and social science research relevant to the education of the disadvantaged which was published during the 1960's. (JM)

The experiences of a researcher from the United States in his field study of squatter-camp schools are presented. His reactions to conditions of extreme poverty in the community are juxtaposed against a divergent view from a project worker, a native of South Africa with extensive experience with teachers in squatter-camp schools. (MMU)