Carlo Raffo is a Reader in Education at the University of Manchester. Alan Dyson is Professor of Education in the University of Manchester.Helen Gunter is Professor of Educational Policy, Leadership and Management in the School of Education at the University of Manchester. Dave Hall is a Senior Lecturer in Education at the School of Education, University of Manchester. Lisa Jones is a Research Assistant at the University of Manchester and is currently studying for her Ph.D.Afroditi Kalambouka is a Research Associate at the University of Manchester.

Education and Poverty in Affluent Countries is...a brilliant and ground-breaking study of great potential value for politicians, policy-makers, researchers and community activists. It inaugurates a new paradigm for facing problems in the field and it encourages all those working in the field to be sustained by 'complex hope' for the possibility of change."--Journal of Educational Policy"What the authors achieve in this volume is no small feat given the magnitude of the topic they address and the valuable organising synthesis given to their discussion in education and poverty."--British Journal of Educational Studies"How to sort through the competing commitments and explanations, how to judge the success of policies and practices, and how we maintain a consistently critical ethical and political stance—all of this needs to be taken very seriously. Education and Poverty in Affluent Countries provides a platform from which we can go further in dealing more reflectively with such issues"—Education Review

• Section 1: Education and Poverty: A Mapping Framework 1. Education and Poverty in Affluent Countries: An Introduction to the Book and the Mapping Framework Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 2. The Mapping Framework, Research Literature and Policy Implications within a Functionalist Perspective Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 3. The Mapping Framework, Research Literature and Policy Implications within a Socially Critical Perspective Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka Section 2: International Studies on Education and Poverty 4. Neoliberal Urban Education Policy: Chicago, A Paradigmatic Case of the Production of Inequality, and Racial Exclusion Pauline Lipman 5. Inclusive School Leadership Strategies in Disadvantaged Schools Based on Student and Community Voice: Implications for Australian Educational Policy John Smyth 6. Effectiveness and Disadvantage in Education: Can a Focus on Effectiveness Aid Equity in Education? Daniel Muijs 7. High Hopes in a Changing World: Social Disadvantage, Educational Expectations, and Occupational Attainment in Three British Cohort Studies Ingrid Schoon 8. Area-Based Initiatives in English Education: What Place for Place and Space? Ruth Lupton 9. A Critical Pedagogy of Global Place: Regeneration in and as Action Pat Thomson 10. Leaving School and Moving On: Poverty, Urban Youth and Learning Identities Meg Maguire 11. The Challenges of Poverty and Urban Education in Canada: Lessons from Two School Boards Jane Gaskell and Ben Levin Section 3: An Examination of Educational Policy 12. Policy and the Policy Process Helen Gunter, Carlo Raffo, Dave Hall Alan Dyson, Lisa Jones and Afroditi Kalambouka 13. Poverty and Educational Policy Initiatives: A Review Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 14. What is to be Done? Implications for Policy Makers Alan Dyson, Helen Gunter, Dave Hall, Carlo Raffo, Lisa Jones and Afroditi Kalambouka

Carlo Raffo is a Reader in Education at the University of Manchester. Alan Dyson is Professor of Education in the University of Manchester.Helen Gunter is Professor of Educational Policy, Leadership and Management in the School of Education at the University of Manchester. Dave Hall is a Senior Lecturer in Education at the School of Education, University of Manchester. Lisa Jones is a Research Assistant at the University of Manchester and is currently studying for her Ph.D.Afroditi Kalambouka is a Research Associate at the University of Manchester.

Education and Poverty in Affluent Countries is...a brilliant and ground-breaking study of great potential value for politicians, policy-makers, researchers and community activists. It inaugurates a new paradigm for facing problems in the field and it encourages all those working in the field to be sustained by 'complex hope' for the possibility of change."--Journal of Educational Policy"What the authors achieve in this volume is no small feat given the magnitude of the topic they address and the valuable organising synthesis given to their discussion in education and poverty."--British Journal of Educational Studies"How to sort through the competing commitments and explanations, how to judge the success of policies and practices, and how we maintain a consistently critical ethical and political stance—all of this needs to be taken very seriously. Education and Poverty in Affluent Countries provides a platform from which we can go further in dealing more reflectively with such issues"—Education Review

• Section 1: Education and Poverty: A Mapping Framework 1. Education and Poverty in Affluent Countries: An Introduction to the Book and the Mapping Framework Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 2. The Mapping Framework, Research Literature and Policy Implications within a Functionalist Perspective Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 3. The Mapping Framework, Research Literature and Policy Implications within a Socially Critical Perspective Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka Section 2: International Studies on Education and Poverty 4. Neoliberal Urban Education Policy: Chicago, A Paradigmatic Case of the Production of Inequality, and Racial Exclusion Pauline Lipman 5. Inclusive School Leadership Strategies in Disadvantaged Schools Based on Student and Community Voice: Implications for Australian Educational Policy John Smyth 6. Effectiveness and Disadvantage in Education: Can a Focus on Effectiveness Aid Equity in Education? Daniel Muijs 7. High Hopes in a Changing World: Social Disadvantage, Educational Expectations, and Occupational Attainment in Three British Cohort Studies Ingrid Schoon 8. Area-Based Initiatives in English Education: What Place for Place and Space? Ruth Lupton 9. A Critical Pedagogy of Global Place: Regeneration in and as Action Pat Thomson 10. Leaving School and Moving On: Poverty, Urban Youth and Learning Identities Meg Maguire 11. The Challenges of Poverty and Urban Education in Canada: Lessons from Two School Boards Jane Gaskell and Ben Levin Section 3: An Examination of Educational Policy 12. Policy and the Policy Process Helen Gunter, Carlo Raffo, Dave Hall Alan Dyson, Lisa Jones and Afroditi Kalambouka 13. Poverty and Educational Policy Initiatives: A Review Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones and Afroditi Kalambouka 14. What is to be Done? Implications for Policy Makers Alan Dyson, Helen Gunter, Dave Hall, Carlo Raffo, Lisa Jones and Afroditi Kalambouka