TEACHING-CHILDREN IN POVERTY - 3 AUSTRALIAN PRIMARY-SCHOOL RESPONSES

Studies of pedagogical relationships offer insights into policies and practices which have the capacity to promote progressive change in edu cational practice for children in poverty. This paper focuses on relat ionships established in three differently-located Australian primary s chools: Greytown, a medium sized inner-city school in New South Wales; Mungar, a large suburban school in Queensland; and Meiki, a small rur al school in New South Wales. Each school is a designated disadvantage d school and funded accordingly through a federal Disadvantaged School s Program, is located in a working class area, and is ethnically diver se. The schools' pedagogical responses to children in poverty are cont rasted and analysed in terms of their capacity to contribute to social ly just outcomes from schooling.