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There is a longstanding literature on the unequal geographical distribution of welfare. In this paper we argue that increasingly geography is becoming the basis for rationing access to some forms of welfare. Focusing on access to secondary schools in East London, England, where the demand for places at the more popular schools generally far exceeds the number of places available, we show how distance from school has now become the primary means of allocating places. Rather than educational resources attempting to compensate for geographical disadvantage, geography (in the form of distance from school) has become the rationale by which those living in advantaged areas continue to have privileged access to educational resources. Whereas previously the role of the state was to compensate for the unfairness of such geographical inequalities, geography (via distance to school) is now used to justify the unequal allocation of scarce school places. The paper demonstrates that not only does the near universal adoption of distance-based allocation policies in East London lead to the reproduction of social advantage and disadvantage, but also it is creating new hierarchies of school popularity and more important unpopularity which are not always clearly related to issues of school attainment. [ABSTRACT FROM AUTHOR]

This paper describes the impact of an oral retelling of Homer's Iliad on pupils' learning in Key Stage 2 classrooms (children aged 9–11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the Iliad as an integral part of the literacy curriculum. [ABSTRACT FROM AUTHOR]