Pixel International Conferences

Research studies have identified a causal relationship between high levels of education and a number of outcomes in later life, including university attendance and higher earnings (Dickson 2009).  Research studies have also shown consistently that poverty and deprivation causally impact educational achievement (Save the Children, 2012; OECD, 2010; Dyson, Gallannaugh, Humphrey, Lendrum & Wigelsworth, 2010) where exam results are used to select which pupils’ progress to further study or a job and thus economic security. In the majority of the United Kingdom (UK) GCSE results are used to determine whether pupils can progress to A-levels and enter university.  This paper challenges the simple relationship identified between educational achievement as measured by such exam results and poverty in quantitative studies by reporting on a qualitative ethnographic study of seven multiply deprived communities in one area of the UK, notably Northern Ireland. The findings from this study critically highlight that promoting educational achievement for children from such disadvantaged communities cannot rely solely on the roll out of generic policy and its implementation in practice.  It is not helpful to examine schooling or  teaching or the curriculum in isolation of wider societal issues. The issue of poverty and educational achievement needs to be understood and addressed more holistically. Policy and/or practice initiatives need to address the multiple factors and dynamics identified at individual, familial, local community and structural levels, all of which interact to affect young people’s lives and educational outcomes.

Keywords: Poverty, Education, Achievement, Community, Schools, Policy;