In England, as in countries across the world, shrinking public funding, growing localism, and increased school autonomy make tackling the link between education, disadvantage and place more important than ever. Challenging current thinking, this important book is the first to focus on the role of area-based initiatives in this struggle. It brings together a wide range of evidence to review the effectiveness of past initiatives, identify promising recent developments, and outline innovative ways forward for the future. It shows how local policymakers and practitioners can actively respond to the complexities of place and is aimed at all those actively seeking to tackle disadvantage, including policymakers, practitioners, academics and students, across education and the social sciences.
Kirstin Kerr is a Lecturer in Education and researcher in the Centre for Equity in Education at The University of Manchester
Alan Dyson is Professor of Education and Co-Director of the Centre for Equity in Education at The University of Manchester
Carlo Raffo is Professor of Urban Education at The University of Manchester
Why place matters in education;
Local education systems as products of place: a case study;
Learning from the past;
Learning from the present;
A rationale for a new generation of area-based initiatives;
Developing understandings of place as a basis for intervention;
Evaluation and monitoring;
Governance and accountability;
Children and places in hard times: some concluding thoughts.
"Written in a style which will find favour with practitioners seeking a clear link between evidence and policy, and postgraduate students and academics researching in the fields of community, local government, education, and disadvantage." LSE Review of Books blog
"A path-breaking book that provides strategies and lessons learned for professionals and concerned citizens world wide." Hal A. Lawson PhD, University at Albany, SUNY
"An illuminating and original contribution that presents ways of intervening successfully to improve the opportunities and lives of the disadvantaged" Michael Bradford, University of Manchester