Tamara Bibby is an Independent Researcher and was formerly a Senior Lecturer in Education (Learning and Teaching) at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning. Ruth Lupton is Professor of Education at the Manchester Institute of Education, University of Manchester, UK. She researches and writes widely on poverty, inequality and social policy, and her work in education has focused on the impact of disadvantaged contexts on school organisation and practice.Carlo Raffo is Professor of Urban Education at the Manchester Institute of Education, University of Manchester, UK. His main area of research is in the area of education and poverty and educational equity in urban contexts, and he has been involved in multiple projects focussing on schools and education in areas of urban disadvantage.

• Chapter 1. Introduction.- Chapter 2. Disengagement.- Chapter 3. Confrontational Behaviour.- Chapter 4. Culture Clashes.- Chapter 5. Language and Communication Difficulties.- Chapter 6. Government Policies in Practice.- Chapter 7. Being a Teacher in a Disadvantaged Area.- Chapter 8. Schools and Their Communities.- Chapter 9. Beyond the Mainstream Classroom.- Chapter 10. The Vignettes as a Whole.- Chapter 11. Conclusions.

Tamara Bibby is an Independent Researcher and was formerly a Senior Lecturer in Education (Learning and Teaching) at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning. Ruth Lupton is Professor of Education at the Manchester Institute of Education, University of Manchester, UK. She researches and writes widely on poverty, inequality and social policy, and her work in education has focused on the impact of disadvantaged contexts on school organisation and practice.Carlo Raffo is Professor of Urban Education at the Manchester Institute of Education, University of Manchester, UK. His main area of research is in the area of education and poverty and educational equity in urban contexts, and he has been involved in multiple projects focussing on schools and education in areas of urban disadvantage.

• Chapter 1. Introduction.- Chapter 2. Disengagement.- Chapter 3. Confrontational Behaviour.- Chapter 4. Culture Clashes.- Chapter 5. Language and Communication Difficulties.- Chapter 6. Government Policies in Practice.- Chapter 7. Being a Teacher in a Disadvantaged Area.- Chapter 8. Schools and Their Communities.- Chapter 9. Beyond the Mainstream Classroom.- Chapter 10. The Vignettes as a Whole.- Chapter 11. Conclusions.

Tamara Bibby is an Independent Researcher and was formerly a Senior Lecturer in Education (Learning and Teaching) at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning. Ruth Lupton is Professor of Education at the Manchester Institute of Education, University of Manchester, UK. She researches and writes widely on poverty, inequality and social policy, and her work in education has focused on the impact of disadvantaged contexts on school organisation and practice.Carlo Raffo is Professor of Urban Education at the Manchester Institute of Education, University of Manchester, UK. His main area of research is in the area of education and poverty and educational equity in urban contexts, and he has been involved in multiple projects focussing on schools and education in areas of urban disadvantage.

• Chapter 1. Introduction.- Chapter 2. Disengagement.- Chapter 3. Confrontational Behaviour.- Chapter 4. Culture Clashes.- Chapter 5. Language and Communication Difficulties.- Chapter 6. Government Policies in Practice.- Chapter 7. Being a Teacher in a Disadvantaged Area.- Chapter 8. Schools and Their Communities.- Chapter 9. Beyond the Mainstream Classroom.- Chapter 10. The Vignettes as a Whole.- Chapter 11. Conclusions.