Conclusions

Abstract

In this final chapter, the editors speak back to the vignettes and the academic responses reengaging with their own theoretical perspectives and the original purposes of the seminar series and vignettes. Ruth revisits her own work on education in disadvantaged areas and policy to reemphasise the complexity and interconnectedness of the issues raised by poverty. Carlo picks up Ruth’s themes and discusses the need for supportive places in which teachers can reflect on the (practical and emotional) difficulties they face. He discusses the difficulty of academics working with teachers – of being in parallel professions with very different conditions. Perhaps these mirror the difficulty teachers experience working with young people as they tread parallel paths through schools? He talks about the need to be able to sit with each other and to provide nonjudgemental listening, providing challenge that is not an attack – of providing practical wisdom in good company. Tamara picks up the notion of conversations in education and draws on psychosocial writing to explore ways of thinking about what constitutes a ‘good’ or productive conversation.