Reflecting on ethnographic studies in deindustrialised areas, Smyth and Wrigley (2013) summarise the psychological impact of poverty as shame and futility (i.e. low self-esteem and stigmatised identity in the present; the expectation that future plans and aspirations will be thwarted). They conclude that traditional schooling tends to reinforce rather than counter such feelings. By contrast, urban schools which succeed ‘against the odds’ (Wrigley 2000 and elsewhere) exemplify respect and affirmation not only through school ethos but through curriculum and pedagogy. If we consider current policy demands to ‘close the gap’ (attainment differential between poor and more advantaged students) in terms of distribution, recognition and participation (Fraser 2000), teachers are expected to bring about redistribution without engaging in pedagogies that recognize young people’s lifeworlds or facilitate their participation. As Lingard (2007) argues, ‘pedagogies of indifference’ are unlikely to ‘make a difference’. (By contrast, see Rosen’s and Barnes’ work in transforming English teaching in the 1970s (Medway et al 2014), and progressive primary schools internationally.) This presentation highlights and analyses examples of ‘reflection and repositioning’ collected in The Power to Learn (Wrigley 2000); and learning which leads to performance, presentation or product (ibid), thus avoiding the normal exchanges of learning as ‘alienated labour’. The presentation will also analyse: • ‘Open architectures’ such as Project Method and Storyline (eg Bolstad 2012), discovered in Norway and elsewhere (also Wrigley 2007) • various forms of place-based learning (eg Tooth and Renshaw 2012) • mathematics which links to citizenship (eg Gutstein 2012) • community-oriented thematic curricula (eg Almau 2004). Finally, practitioner research will be introduced which assists teachers to appreciate potential cultural and social capital in their students’ families and communities

Almau, A (2004) La música como excusa para ir a clase. Cuadernos de pedagogía, 339, pp14-18) Bolstad, B (2012) Curriculum development and thematic learning: Norway. In T Wrigley et al (eds) Changing schools. London: Routledge Bolstad, B, o.a. (2001) Moderne pedagogikk – theori og praksis ved Ringstabekk skole. Oslo: Universitetsforlaget Fraser, N (2000) Rethinking recognition. New Left Review Frey, K (2007) Die Projektmethode: “der Weg zum bildenden Tun”. Weinheim: Beltz Verlag Gutstein, E (2012) Using critical mathematics to understand the conditions of our lives: United States. In T Wrigley et al (eds) Changing schools. London: Routledge Lingard, B (2007) Pedagogies of indifference. International Journal of Inclusive Education 11(3) Medway, P et al (2014) English teachers in a postwar democracy. New York: Palgrave Macmillan Smyth J and Wrigley T (2013) Living on the edge. Bern: Lang Tooth, R and Renshaw, P (2012) Storythread pedagogy for environmental education: Australia. In T Wrigley et al (eds) Changing schools. London: Routledge Undervisningsministeriet (Folkeskoleafdelingen) (1995) Samfundsfag. Copenhagen: Undervisningsministeriet Wrigley, T (2000) The power to learn. Stoke: Trentham Wrigley, T (2007) Projects, stories and challenges: more open architectures for school learning. In S Bell et al (eds) Storyline past, present and future. Glasgow: University of Strathclyde