Poverty, place and pedagogy in education: research stories from front-line workers.

This article considers what it means to teach and learn in places of poverty through the narratives of front-line workers-particularly students and teachers. What is the work of teaching and learning in places of poverty in current times? How has this changed? What can be learned from both the haunting and hopeful narratives of front-line workers? Is it possible to continue to educate in these times and in ways that allow for critique, imagination and optimism? These questions are addressed by drawing from studies conducted over three decades in schools located in high-poverty neighbourhoods. Literacy education is considered as a particular case. Educational researchers need to remain on the front line with teachers and students in places of poverty because that is where some of the hardest work gets done. Reinvigorated democratic research communities would include teachers, school leaders, policy workers and young people. [ABSTRACT FROM AUTHOR]