A Framework for Understanding Poverty

1. A Framework for Understanding Poverty Book Study Overview & Introduction

2. 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.

3. 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.

4. 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.

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

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

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

8. Financial • Having the money to purchase goods and services

9. 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.

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

11. Spiritual • Believing in divine purpose and guidance.

12. Physical • Having physical health and mobility.

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

14. 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.

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

16. Small group activity • Scenarios

17. Table discussion • Which resources can an educator influence greatly?

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

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

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

21. 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.

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

23. 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.

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

25. 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; )

26. 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

27. Primary Discourse • The language an individual first acquired.

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

29. 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

30. Demonstration activity • Cinderella

31. 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)

32. 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

33. Where do we go from here?