Discussing poverty with student teachers: the realities of dialogue

References

• Alexander, R. 2006. Towards Dialogic Teaching. 3rd ed. Thirsk: Dialogos.
   Google Scholar
• Apple, M. W. 2011. “Global Crises, Social Justice, and Teacher Education.” Journal of Teacher Education 62 (2): 222–234.
   Web of Science ®Google Scholar
• Apple, M. W. 2013. Can Education Change Society? New York: Routledge.
   Google Scholar
• Bakhtin, M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press.
   Google Scholar
• Baumfield, V., and M. Mroz. 2002. “Investigating Pupils’ Questions in the Primary Classroom.” Educational Research 44 (2): 129–140.10.1080/00131880110107388
   Web of Science ®Google Scholar
• Brewer, M., J. Browne, and R. Joyce. 2011. Child and Working-Age Poverty from 2010 to 2020. Institute for Fiscal Studies. Accessed September 14, 2015. www.ifs.org.uk/comms/comm121.pdf
   Google Scholar
• Browne, J., A. Hood, and R. Joyce. 2014. Child and Working-Age Poverty in Northern Ireland over the Next Decade: An Update. Institute for Fiscal Studies. Accessed September 14, 2015. www.ifs.org.uk/bns/bn144.pdf
   Google Scholar
• Burbules, N. C. 1993. Dialogue in Teaching – Theory and Practice. New York: Teachers College Press.
   Google Scholar
• Burbules, N. C. 2000. “The Limits of Dialogue as a Critical Pedagogy.” In Revolutionary Pedagogies, edited by Peter Trifonas, 251–273. New York: Routledge Falmer.
   Google Scholar
• Burbules, N. C. 2001. “Theory and Research on Teaching as Dialogue.” In Handbook of Research on Teaching. 4th ed., edited by Virginia Richardson, 1102–1121. Washington, DC: American Educational Research Association.
   Google Scholar
• Chandley, N., and R. Sutcliffe, eds. 2010. SAPERE Handbook to Accompay the Level 1 Course. 3rd ed. Oxford: SAPERE.
   Google Scholar
• Chetty, D. 2008. Philosophy for Children and Antiracist Education – To What Extent Does P4C Complement Antiracism?’ MA diss. London: Goldsmiths College, University of London.
   Google Scholar
• Cochran-Smith, M. 2003. “Learning and Unlearning: The Education of Teacher Educators.” Teaching and Teacher Education 19 (200): 5–28.
   Google Scholar
• Cochran-Smith, M., and S. L. Lytle. 2009. Inquiry as a Stance: Practitioner Research for the Next Generation. New York: Teachers College Press.
   Google Scholar
• Cooper, K., and K. Stewart. 2013. Does Money Affect Children’s Outcomes? Joseph Rowntree Foundation. Accessed September 14, 2015. https://www.jrf.org.uk/sites/default/.../money-children-outcomes-full.pdf
   Google Scholar
• Department for Education. 2011. Teachers’ Standards. Accessed September 14, 2015. https://www.gov.uk/government/uploads/.../Teachers__Standards.pdf
   Google Scholar
• DfE (Department for Education). 2015. Pupil Premium: Funding and Accountability for Schools. Accessed September 14, 2015. https://www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings
   Google Scholar
• Department for Work and Pensions. 2015. Households below Average Income: An Analysis of the Income Distribution 1994/95 to 2013/14. Accessed September 14, 2015. https://www.gov.uk/government/statistics/households-below-average-income-19941995-to-20132014
   Google Scholar
• Dewey, J. (1916) 1966. Democracy and Education. Toronto: Collier-Macmillan.
   Google Scholar
• Dorling, D. 2011. Injustice – Why Social Inequality Exists. Bristol: Policy Press.
   Google Scholar
• Easton, G. 2010. “Critical Realism in Case Study Research.” Industrial Marketing Management 39: 118–128.
   Web of Science ®Google Scholar
• Edwards, G. 2014. “Standpoint Theory, Realism and the Search for Objectivity in the Sociology of Education.” British Journal of Sociology of Education 35 (2): 167–184.
   Web of Science ®Google Scholar
• Freire, P. (1970) 2000. Pedagogy of the Oppressed. London: Continuum.
   Google Scholar
• Gorski, P. C. 2012. “Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes That Mis-Shape Education Practice and Policy.” Equity and Excellence in Education 45 (2): 302–319.10.1080/10665684.2012.666934
   Google Scholar
• Grainger, K. 2013. “The Daily Grunt”: Middle Class Bias and Vested Interests in the ‘Getting in Early’ and ‘Why Can’t They Read?’. Sheffield: Sheffield Hallam University.
   Google Scholar
• Gregory, M. 2014. “The Procedurally Directive Approach to Teaching Controversial Issues.” Educational Theory 64 (6): 627–648.
   Google Scholar
• Hatcher, R. 2012. “Social Class and Schooling – Differentiation or Democracy?” In Education, Equality and Human Rights – Issues of Gender, ‘Race’, Sexuality, Disability and Social Class, edited by Mike Cole, 239–267. London: Routledge.
   Google Scholar
• Haynes, J. 2002. Children as Philosophers. London:  Routledge Falmer.
   Google Scholar
• Hess, D. E. 2004. “Controversies about Controversial Issues in Democratic Education.” PS: Political Science & Politics 257–261.
   Web of Science ®Google Scholar
• Hughes, J. A. 2012. “What Teacher Preparation Programs Can Do to Better Prepare Teachers to Meet the Challenges of Educating Students Living in Poverty.” Action in Teacher Education 32 (1): 54–64.
   Google Scholar
• Jones, O. 2012. Chavs – The Demonization of the Working Class. London: Verso.
   Google Scholar
• Jones-Teuben, H. 2013. ‘“I Disagree with Myself!’: Creative Thinking in a Key Stage 1 Community of Enquiry.”  PhD diss., Newcastle-upon-Tyne: Newcastle University.
   Google Scholar
• Kershner, R., and S. Northen. 2010. “Children, Diversity and Equity.” In Children, their World, their Education, edited by Robin Alexander, 110–126. London: Routledge.
   Google Scholar
• Lefstein, A. 2006. Dialogue in Schools: Towards a Pragmatic Approach. Working Papers in Urban Language & Literacies. London: King’s College London.
   Google Scholar
• Lipman, M. 2003. Thinking in Education. Cambridge: Cambridge University Press.10.1017/CBO9780511840272
   Google Scholar
• Lofthouse, R., E. Hall, and K. Wall. 2012. “Practitioner Research.” In Research Methods in Educational Leadership and Management, edited by A. Briggs, M. Morrison, and M. Coleman, 170–187. London: Sage.
   Google Scholar
• Neumann, J. 2011. Poor Kids. True Vision for BBC. Accessed September 14, 2015. http://www.bbc.co.uk/programmes/b011vnls
   Google Scholar
• O’Mahoney, J., and S. Vincent. 2014. “Critical Realsim as an Empirical Project – A Beginner’s Guide.” In Studying Organizations Using Critical Realism: A Practical Guide, edited by P. K. Edwards, Joe O’Mahoney, and Steve Vincent, 1–20. Oxford: Oxford University Press.
   Google Scholar
• Reay, D. 2006. “The Zombie Stalking English Schools: Social Class and Educational Inequality.” British Journal of Educational Studies 54 (3): 288–307.
   Web of Science ®Google Scholar
• Rogalsky, J. 2009. “‘Mythbusters’: Dispelling the Culture of Poverty Myth in the Urban Classroom.” Journal of Geography 108 (4–5): 198–209.
   Web of Science ®Google Scholar
• Sayer, A. 2000. Realism and Social Science. London: Sage.10.4135/9781446218730
   Google Scholar
• Smith, E. 2012. “An Introduction to Education and Social Justice.” In Key Issues in Education and Social Justice, edited by Emma Smith, 1–17. London: Sage.
   Google Scholar
• Smith, H. J. 2013. “Emotional Responses to Documentary Viewing and the Potential for Transformative Teaching.” Teaching Education 25 (2): 217–238.
   Google Scholar
• Smyth, J., and T. Wrigley. 2013. “Understanding Poverty in the Twenty-First Century.” In Living on the Edge: Rethinking Poverty, Class and Schooling. edited by John Smyth and Terry Wrigley, 39–57.  New York: Peter Lang.
   Google Scholar
• Stenhouse, L. 1981. “What Counts as Research?” British Journal of Educational Studies 29 (2): 103–114.10.1080/00071005.1981.9973589
   Web of Science ®Google Scholar
• The General Teaching Council for Scotland. 2013. Standards for Registration. Accessed September 14, 2015. www.gtcs.org.uk/standards/standards-for-registration.aspx
   Google Scholar
• Thomas, G. 2007. Education and Theory: Strangers in Paradigms. Maidenhead: Open University Press.
   Google Scholar
• Thomas, G. 2011. How to Do Your Case Study. London: Sage.
   Google Scholar
• Warnick, B. R., and D. S. Smith. 2014. “The Controversy over Controversies: A Plea for Flexibility and for ‘Soft-Directive’ Teaching.” Educational Theory 64 (6): 627–648.
   Google Scholar
• Wegerif, R. 2010. Mind Expanding – Teaching for Thinking and Creativity in Primary Education. Maidenhead: Open University Press.
   Google Scholar
• Wells, G. 1999. “Dialogic Inquiry – Toward a Sociocultural Practice and Theory of Education.” Edited by Hawkins Brown Pea. Cambridge: Cambridge University Press.10.1017/CBO9780511605895
   Google Scholar
• Wilkinson, R., and K. Pickett. 2010. The Spirit Level: Why Equality is Better for Everyone. London:  Penguin Books Ltd.
   Google Scholar
• Wrigley, T. 2012. “Rethinking Poverty and Social Class: The Teacher’s Response.” In Social Justice Re-Examined, edited by R. Arshad, T. Wrigley, and L. Pratt, 145–165. Stoke on Trent: Trentham Books.
   Google Scholar