Child poverty in Wales: Exploring the challenges for schooling future generations: The work of academic partners

This paper homes in on the work of academic partners to encourage practitioners to become research-active drawing out case stories focussed on the lived experiences of child poverty, and policy-active to enact Davidson’s (2020) direction that ‘Social justice and tackling poverty remain key political themes, as does the wider equality agenda including ethnicity and gender’ (p.5). The team then developed questions about what facilitates and/or denies children’s access and participation in schooling; how poverty impacted on it; in what ways, if any, were there infringements/violations of human rights; and who/what should bear/share the responsibility.