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“…There has been a renewed rise in child poverty across the four jurisdictions of the UK since 2013, where there had previously been a drop in the first decade of the millennium, with 4.1 million children now living in relative poverty after household costs, compared with 4 million the previous year, making up more than 30% of children in the country (House of Commons, ). The growing prominence of in‐work poverty has also been noted (Joyce, ). The Child Poverty Act of 2010 set the goal to eliminate child poverty in each of the UK jurisdictions by 2020, yet there is widespread concern about the likelihood of this (Joyce, ; McKnight, ).…”
Section: Introduction and Contextmentioning
confidence: 91%
“…The growing prominence of in‐work poverty has also been noted (Joyce, ). The Child Poverty Act of 2010 set the goal to eliminate child poverty in each of the UK jurisdictions by 2020, yet there is widespread concern about the likelihood of this (Joyce, ; McKnight, ). Indeed, the recent House of Commons Briefing Paper ‘Poverty in the UK: Statistics’ states that:The proportion of children in relative low income is expected to increase sharply from 30 percent in 2015/16 to 37 percent in 2021/22 based on incomes after housing costs… That would put the share of children in relative low income after housing costs at its highest level for as far back as we have consistent data (the 1960s).…”
Section: Introduction and Contextmentioning
confidence: 91%
“…There is international concern about inclusive and quality education for all, as evidenced by the Fourth United Nations Sustainability Goal in the 2015 General Assembly Resolution (UNGAOR, ). As a nation, Britain has historically had high child poverty relative to other European nations (Joyce, ) and an intractable high attainment gap between its most and least advantaged children (Strand, ). There has been a renewed rise in child poverty across the four jurisdictions of the UK since 2013, where there had previously been a drop in the first decade of the millennium, with 4.1 million children now living in relative poverty after household costs, compared with 4 million the previous year, making up more than 30% of children in the country (House of Commons, ).…”
This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we take account of the affective or psychosocial dimensions and the attendant coping strategies that result. Listening to children's descriptions of poverty and its impacts on schooling is an essential aspect of better understanding these non-material aspects of poverty and their ramifications for all involved. There is, however, a lack of time and appropriate structures in schools to attend to this wider conceptualisation of poverty, yet the outcomes of Poverty proofing the school day demonstrate that schools do have a significant role to play in reducing the barriers to learning that result. We make the case that the specific conditions of high-stakes performativity in which schools operate, and the dominance of instrumental and metrics-based responses to issues around poverty and learning, reduce the visibility of the affective dimension and in so doing enable unwitting stigmatisation to result.
“…There has been a renewed rise in child poverty across the four jurisdictions of the UK since 2013, where there had previously been a drop in the first decade of the millennium, with 4.1 million children now living in relative poverty after household costs, compared with 4 million the previous year, making up more than 30% of children in the country (House of Commons, ). The growing prominence of in‐work poverty has also been noted (Joyce, ). The Child Poverty Act of 2010 set the goal to eliminate child poverty in each of the UK jurisdictions by 2020, yet there is widespread concern about the likelihood of this (Joyce, ; McKnight, ).…”
Section: Introduction and Contextmentioning
confidence: 91%
“…The growing prominence of in‐work poverty has also been noted (Joyce, ). The Child Poverty Act of 2010 set the goal to eliminate child poverty in each of the UK jurisdictions by 2020, yet there is widespread concern about the likelihood of this (Joyce, ; McKnight, ). Indeed, the recent House of Commons Briefing Paper ‘Poverty in the UK: Statistics’ states that:The proportion of children in relative low income is expected to increase sharply from 30 percent in 2015/16 to 37 percent in 2021/22 based on incomes after housing costs… That would put the share of children in relative low income after housing costs at its highest level for as far back as we have consistent data (the 1960s).…”
Section: Introduction and Contextmentioning
confidence: 91%
“…There is international concern about inclusive and quality education for all, as evidenced by the Fourth United Nations Sustainability Goal in the 2015 General Assembly Resolution (UNGAOR, ). As a nation, Britain has historically had high child poverty relative to other European nations (Joyce, ) and an intractable high attainment gap between its most and least advantaged children (Strand, ). There has been a renewed rise in child poverty across the four jurisdictions of the UK since 2013, where there had previously been a drop in the first decade of the millennium, with 4.1 million children now living in relative poverty after household costs, compared with 4 million the previous year, making up more than 30% of children in the country (House of Commons, ).…”
This article draws on an evaluation of the Poverty proofing the school day initiative. It outlines an argument arrived at through abductive reasoning to explain the generic and widespread instances of the stigmatisation of disadvantaged pupils that have been uncovered. The process of abductive reasoning necessitated broadening the conceptual framework through which we usually understand poverty and its impacts on education, and in so doing we take account of the affective or psychosocial dimensions and the attendant coping strategies that result. Listening to children's descriptions of poverty and its impacts on schooling is an essential aspect of better understanding these non-material aspects of poverty and their ramifications for all involved. There is, however, a lack of time and appropriate structures in schools to attend to this wider conceptualisation of poverty, yet the outcomes of Poverty proofing the school day demonstrate that schools do have a significant role to play in reducing the barriers to learning that result. We make the case that the specific conditions of high-stakes performativity in which schools operate, and the dominance of instrumental and metrics-based responses to issues around poverty and learning, reduce the visibility of the affective dimension and in so doing enable unwitting stigmatisation to result.
“…42 Joyce, 2015. 43 Note that the projections in Cribb, Hood and Joyce (2015) used the RPIJ to uprate the absolute poverty line over time, whereas here we use a variant of the CPI. This means that the poverty lines are slightly different in each case, but it will make a negligible difference to the changes recorded in 2013-14 -the two indices both recorded a 2.2% rate of inflation in 2013-14.…”
Section: Comparing Changes In Poverty In 2013-14 With Projections By mentioning
confidence: 99%
“…The outlook for relative poverty looks slightly less favourable, as the labour market recovery probably meant further real growth in median income. Using information available as of February 2015, Cribb, Hood andJoyce (2015) projected an increase in real median income, a small fall in overall absolute poverty of 0.4ppts 51 and essentially no change in relative poverty (all BHC).…”
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