This article endeavours to inform early childhood education teachers about the issue of poverty. It draws on a body of literature to argue for the critical importance of teachers being reflective and reflexive in relation to children and families who face economic disadvantage. Furthermore, it contends that unless teachers are critically aware…

Low-resourced communities across the world face chronic and cumulative adversity that often lacks clear solutions. This adversity manifests itself in various institutions including schools. Professional resources to address this adversity, for example, bullying, poor academic performance, teenage pregnancy, inclusivity, in low-resourced…

By the end of the twentieth century, there was concern about the low levels of achievement in many English schools -- particularly those in London -- and this acted as a catalyst for change, a key remedial initiative being London Challenge. While there is much to celebrate about the improvements that have been made over almost two decades, the…

Early childhood curriculum development is challenged by the vast contextual variability of sites in South Africa. In this article, the author reports on the implementation of an early childhood development programme at an informal rural settlement community by an external societal agent. The article looks at the complex dynamics at play within…

"Education Before Liberation" became the mantra of the struggle against apartheid oppression in South Africa. Apartheid policies predestined the Black majority to servitude and dehumanization. The advent of democracy heralded a plethora of transformative curriculum policies with the express intent to counter the destiny that the…

This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and…

This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is…

African teachers in general and South Africans in particular face tremendous challenges, several of which are curriculum related. These challenges manifest themselves at various levels and in various areas, that is, from national level to within the classroom. There are various role players who may make a contribution towards overcoming these…