Recognition of disadvantage is seen as crucial in preparing socially just teachers who can recognize and address inequities, and this engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage, and advised to recognize, support and lead change for students who historically experience high levels of exclusion and marginalization. But what does disadvantaged mean?

In this book, the authors draw together international perspectives to explore the subtle and complex differences produced by the keyword disadvantage in different geo-political contexts, and look at the political, historical, social, and cultural significance of the word. They showcase narratives from the subjects of disadvantage, including indigenous perspectives. They include standpoints from immigrants, asylum seekers and refugees and consider the intersectional nature of disadvantage, for instance, the experiences of LGBTQI+ groups who are living in poverty.

Jo Lampert is Professor of Social Inclusion and Teacher Education and Director of the NEXUS Alternative Pathway into Teaching at La Trobe University, Australia.

Jane Wilkinson is Professor of Educational Leadership at Monash University, Australia.

Mervi Kaukko is Associate Professor of Multicultural Education at Tampere University, Finland.

Rocío García-Carrión is Ikerbasque Research Fellow at the University of Deusto, Spain.