A Framework for Understanding Poverty

A Framework for Understanding Poverty Book Study Overview & Introduction

Key Points to Remember • Poverty is relative. • Poverty occurs in all races and in all countries. • Economic class is a continuous line, not a clear-cut distinction. • Generational poverty and situational poverty are different. • This work is based on patterns. All patterns have exceptions.

Key Points (continued) • An individual brings with him/her the hidden rules of the class in which he/she was raised. • Schools and businesses operate from middle-class norms and use the hidden rules of the middle class. • For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work.

Key Points (continued) • We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and expectations. • To move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time). • Two things that help one move out of poverty are education and relationships. • Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key relationship, or a special talent or skill.

Some Statistics about Poverty See page 4-6 in your text.

Definition of Poverty • The extent to which an individual does without resources • Poverty is more about lack of resources than it is about money

Eight types of resources • Financial • Emotional • Mental • Spiritual • Physical • Support Systems • Relationships/Role Models • Knowledge of Hidden Rules

Financial • Having the money to purchase goods and services

Emotional • Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.

Mental • Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

Spiritual • Believing in divine purpose and guidance.

Physical • Having physical health and mobility.

Support Systems • Having friends, family, and backup resources available to access in times of need. These are external resources.

Relationships/Role Models • Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.

Knowledge of Hidden Rules • Knowing the unspoken cues and habits of a group.

Small group activity • Scenarios

Table discussion • Which resources can an educator influence greatly?

The Role of Language and Story • Registers of language • Discourse patterns • Story structure

Registers of Language • Every language in the world has five registers: • Frozen • Formal • Consultative • Casual • Intimate

Frozen register • Language that is always the same. • Examples: The Lord’s Prayer, wedding vows, etc.

Formal register • The standard sentence syntax and word choice of work and school. • Has complete sentences and specific word choice. • Majority of minority students and poor students do not have access to formal register at home.

Consultative register • Formal register when used in conversation. • Discourse pattern not quite as direct as formal register.

Casual register • Language between friends and characterized by a 400- to 800-word vocabulary. • Word choice general and not specific. • Conversation dependent upon non-verbal assists. • Sentence syntax often incomplete.

Intimate register • Language between lovers or twins. • Language of sexual harassment.

Research about registers • Every language in the world has five registers. • One can go down one register in the same conversation and that is socially acceptable. • To drop two registers or more in the same conversation is to be socially offensive. (Joos, 1967; )

Discourse Patterns in Formal and Casual Register • Formal register – • Pattern is to get straight to the point • Casual – • Pattern is to go around and around and finally get to the point

Primary Discourse • The language an individual first acquired.

Secondary discourse • The language of the larger society that the individual must be able to use to function in the larger society.

Story structure • Formal-register story structure • Chronological, narrative • Most important part of the story is the plot • Casual-register story structure • Vignettes with audience participation • Most important part of the story is the characterization

Demonstration activity • Cinderella

Table discussion • How does type of story structure affect learning? • (see page 33) • What can schools do to address casual register, discourse patterns, and story structure? • (see page 34)

Our Book Study • Copy of “A Framework for Understanding Poverty” • Copy of study guide • Read assignments ahead of time • Pre-approved by the district for credit • Study groups – October/November • Led by one teacher (NBCT) • Faculty meetings

Where do we go from here?

A Framework for Understanding Poverty