(Ebook) The poverty and education reader a call for equity in many voices 1st Edition by Julie Landsman, Paul C Gorski ISBN 1579228585 9781579228583

(Ebook) The poverty and education reader a call for equity in many voices 1st Edition by Julie Landsman, Paul C Gorski ISBN 1579228585 9781579228583

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ISBN 10: 1579228585 
ISBN 13: 9781579228583
Author: Julie Landsman, Paul C Gorski

Through a rich mix of essays, memoirs, and poetry, the contributors to The Poverty and Education Reader bring to the fore the schooling experiences of poor and working class students, highlighting the resiliency, creativity, and educational aspirations of low-income families. They showcase proven strategies that imaginative teachers and schools have adopted for closing the opportunity gap, demonstrating how they have succeeded by working in partnership with low-income families, and despite growing class sizes, the imposition of rote pedagogical models, and teach-to-the-test mandates. The contributors—teachers, students, parents, educational activists, and scholars—repudiate the prevalent, but too rarely discussed, deficit views of students and families in poverty. Rather than focusing on how to “fix” poor and working class youth, they challenge us to acknowledge the ways these youth and their families are disenfranchised by educational policies and practices that deny them the opportunities enjoyed by their wealthier peers. Just as importantly, they offer effective school and classroom strategies to mitigate the effects of educational inequality on students in poverty. Rejecting the simplistic notion that a single program, policy, or pedagogy can undo social or educational inequalities, this Reader inspires and equips educators to challenge the disparities to which underserved communities are subjected. It is a positive resource for students of education and for teachers, principals, social workers, community organizers, and policy makers who want to make the promise of educational equality a reality.

(Ebook) The poverty and education reader a call for equity in many voices 1st Table of contents:

Part One: Counterstories: Insiders’ Views on Poverty and Schooling
1. First Grade Lesson
2. On Lilacs, Tap-Dancing, and Children of Poverty
Note
3. Class, Race, and the Hidden Curriculum of Schools
The Unrecognized Strength of My Home
The Complexity of Racism and Classism
Class and Race Together Complicate This Narrative
Lessons Learned From Ms. Hill’s Class
Recommendations for My Fellow Teachers
Notes
References
4. How School Taught Me I Was Poor
The “Vorce”
Happy Holidays
The Nobel Peace Egg
School Photographs
More Is Caught Than Taught
Note
5. The Places Where We Live and Learn: Mementos From a Working-Class Life
High School Mementos
Living in the Crease
Back to the Book
Being in the Present
References
6. Alone at School
A Teacher’s Impact
References
7. Low-Income, Urban Youth Speaking Up About Public Education
Diamond Hull’s Story
Gali Briones’s Story
The Students’ Final Reflections
Diamond’s Final Reflections
Gali’s Final Reflections
Conclusion
References
Part Two: Identifying the “Problem”: from a Deficit View to a Resiliency View
8. Save You or Drown You
9. On Grifters, Research, and Poverty
Exceptional Kids
Note
10. There Really Is a Culture of Poverty: Notes on Black Working-Class Struggles for Equity and Education
“The Style of Life Is Squalid and Vicious”
“What Manner of a Man Was This Fiend Incarnate?”
Who Am I?
References
11. Way Down Yonder in the Pawpaw Patch: Resiliency in Appalachian Poverty
What We’re Up Against
Culture and Resiliency in Appalachia
Growing Up Old in Appalachia
The Challenge of School
Pride
References
12. Mending at the Seams: The Working-Class Threads That Bind Us
Adjusting for Tension
Refilling the Bobbin
Cutting on the Bias
Allowing for Seams
References
13. “Student Teachers”: What I Learned From Students in a High-Poverty Urban High School
14. The Poor Are Not the Problem: Class Inequality and the Blame Game
Purpose of the Chapter
Frances’s and Peter’s Misunderstandings
Who Is the Problem?
The “Blame Game”
The Poor Are Not the Problem, and the Blame Game
Concluding Thoughts
Note
References
Part Three: Making Class Inequity Visible
15. blissful abyss or how to look good while ignoring poverty
16. The Great Equalizer?: Poverty, Reproduction, and How Schools Structure Inequality
“Twelve Years of Free Schooling: It’s There for the Taking”
Why Are People Poor? An Introduction to Reproduction
Woes in the Womb: Prebirth Effects on Educational Outcomes
A Head Start for Whom? How Many Years Behind Am I?
On Kittens and Puppies: Starting Off on the Wrong Paw
Middle School: College Preparation Starts Here
“Borrow Money If You Have to From Your Parents”: The Wealthy on Becoming Wealthy
A Trail of Tears: Debts, Tokens, Jobs, and Knowing No One
Insisting on Class Equity: What’s Really at Stake
References
17. A Pedagogy of Openness: Queer Theory as a Tool for Class Equity
What Can Queer Theory Do for Education?
18. First Faint Lines
Before Fifth Grade, Before Ms. Chase
Fifth Grade and Meeting Ms. Chase
Sixth Grade: Ms. Chase Versus Mr. Gappleburg
Liberty in Seventh Grade Thanks to Frank
19. “Who Are You to Judge Me?”: What We Can Learn From Low-Income, Rural Early School Leavers
“I Slept Through Every Class”
Out of Step
No One Cares
Conclusions
References
20. Looking Past the School Door: Children and Economic Injustice
A Misguided Myth: The Culture of Poverty
The Educational Opportunity Gap for Poor Children
The Myth: Meritocracy as a Reality
Outside-the-School-Door Reforms
Inside-the-School-Door Reforms
Conclusion
References
Part Four: Insisting on Equity: Students, Parents, and Communities Fight For Justice
21. Reckoning
22. Traversing the Abyss: Addressing the Opportunity Gap
Evoking the Past
Class Matters
Seeking Guidance
Leveling the Playing Field
Cross-Class Connections
Notes
References
23. Fostering Wideawakeness: Third-Grade Community Activists
Creating a Community of Wideawakeness
“They’re Not Just Doing It for Themselves, but Doing It for Others”
Believing We Are Worthy: Finding Courage in Our Fears
A Story of Home Displacement
A Story of School Displacement
Resetting the Ground Rules
References
24. Parents, Organized: Creating Conditions for Low-Income Immigrant Parent Engagement in Public Schools
Ensure Language Justice for All Parents
Focus on Community Strength
Embrace Democracy in Parent Engagement
References
25. Challenging Class-Based Assumptions: Low-Income Families’ Perceptions of Family Involvement
Examining Assumptions
Communicating Across Class
Parents’ Perceptions of Family Involvement in Schools
The Importance of Respect and Trust Between Parents and School Personnel
Parent-Teacher Communication
Parent Presence at the School
Difficulties Keeping Up With Schoolwork
The Importance of Speaking About Struggles
Turning Reflection Into Action
References
Part Five: Teaching for Class Equity and Economic Justice
26. V
27. Coming Clean
28. Insisting on Class(room) Equality in Schools
Challenging Curricula in High-Poverty Schools
High-Expectation Curriculum in Lexington Elementary
Conclusion
References
29. Cultivating Economic Literacy and Social Well-Being: An Equity Perspective
Economics Standards
The Dominant Economic Paradigm: Neoliberalism
Neoliberalism: The Dominant Paradigm in K–12 Economics Curriculum
Choices and Freedom
Students as Consumers
The New Paradigm: Sustainability
Teaching From the New Paradigm
Valuing Knowledge, Skills, and Multiple Forms of Capital
Inquiry as Narrative: When Students Shape the Story
Conclusion
Note
References
30. Becoming Upstanders: Humanizing Faces of Poverty Using Literature in a Middle School Classroom
Tackling an Elephant: A Rationale for Teaching About Poverty
Finding a Way In
Careful Questioning
A Step Removed: Fiction as a Teaching Tool
Bearing Witness: The Role of Nonfiction
Recognizing Our Power: The Roles We Choose
Owning Our Imperfections
References
31. Literacy Learning and Class Issues: A Rationale for Resisting Classism and Deficit Thinking
The Deficit Approach
Challenging the Deficit Perspective
Creating a Space for Dialogue
Conversations That Support a Critical Literacy Framework
Children’s Literature and Class-Based Critical Literacy
Stories That Counter the Idea of Poor People as “Lazy” or Uncaring Parents
Books That Represent Perseverance Amidst Poverty
Young Adult Books for Older Readers
Memoir, Biography, and Personal Narrative
Conclusion
Children’s Literature Cited
References
32. Imagining an Equity Pedagogy for Students in Poverty
Irrationality: A Bad Approach for Educational Equity
Ineffective (but Popular) Strategies for Educating Poor Youth
Direct Instruction and Other Lower Order Pedagogies
Tracking and Ability Grouping
Promising Practices, Preceded by a Caveat
Instructional Strategies
A Few School- and Society-Level Strategies
A Final Reflection
References
Part Six: Poverty, Education, and the Trouble with School “Reform”
33. Student Collage
34. The Teach For America Story From a Voice of Dissent
The Exposition: Setting the TFA Tone
Rising Action: Questioning the Approach
Climax: The Words and the Method
Falling Action: Continuing a Different Story
Resolution: An Ongoing Journey
Note
35. “Do You Have Fidelity to the Program?”: Matters of Faith in a Restructured Title I Middle School
“Do You Have Fidelity to the Program?”
Pioneer: Restructured
“Oh Snaps! That Did Not Just Happen!”
“I ♥ Haiti”
“How Do You Know They Wouldn’t Have Done Better With America’s Choice?”
Fidelity: Restructured
Notes
References
36. The Inequity Gap of Schooling and the Poverty of School “Reform”
A Rotting Apple?
New York City and Across the United States: Education as Inequity
Ignoring Poverty as Education Reform
Addressing Inequity as Education Reform
Note
References
37. Homage to Teachers in High-Poverty Schools
References
38. Questioning Educational “Reform” and the Imposition of a National Curriculum
Isn’t “Sameness” Fair?
Reflective Equilibrium: Evaluating Two Possible Paths
Weighing Education Against Other Social Commodities
Educational Wins and Losses
Finally Closing the Achievement Gap
The Ingredients of a Good Education
Full Circle?
Notes
References
39. Local Education Foundations and the Private Subsidizing of Public Education
Local Education Foundations
Funding Schools Most in Need
Conclusion
References
About the Editors and Contributors
Editors

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Tags: Julie Landsman, Paul C Gorski, poverty, education