From educational deprivation to community development: a study of reformist and interventionist trends in educational thinking in the last 20 years

Abstract

In recent years, there has been a growing interest in the needs of children whose educational progress and life chances are impeded by environmental handicaps such as poverty, membership of a minority group or a home background offering little emotional stability or cultural stimulation. The task in this paper is to explore the role which education can play, recognizing also that education alone cannot redress this balance.