Presentation on theme: "A Framework for Understanding Poverty"— Presentation transcript:
1A Framework for Understanding Poverty Book StudyOverview & Introduction
2Key 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.
3Key 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.
4Key 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.
5Some Statistics about Poverty See page 4-6 in your text.
6Definition of PovertyThe extent to which an individual does without resourcesPoverty is more about lack of resources than it is about money
7Eight types of resources FinancialEmotionalMentalSpiritualPhysicalSupport SystemsRelationships/Role ModelsKnowledge of Hidden Rules
8FinancialHaving the money to purchase goods and services
9EmotionalBeing 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.
10MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.
11SpiritualBelieving in divine purpose and guidance.
17Table discussionWhich resources can an educator influence greatly?
18The Role of Language and Story Registers of languageDiscourse patternsStory structure
19Registers of Language Every language in the world has five registers: FrozenFormalConsultativeCasualIntimate
20Frozen register Language that is always the same. Examples: The Lord’s Prayer, wedding vows, etc.
21Formal registerThe 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.
22Consultative register Formal register when used in conversation.Discourse pattern not quite as direct as formal register.
23Casual registerLanguage 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.
24Intimate register Language between lovers or twins. Language of sexual harassment.
25Research 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; )
26Discourse Patterns in Formal and Casual Register Formal register –Pattern is to get straight to the pointCasual –Pattern is to go around and around and finally get to the point
27Primary DiscourseThe language an individual first acquired.
28Secondary discourseThe language of the larger society that the individual must be able to use to function in the larger society.
29Story structure Formal-register story structure Chronological, narrativeMost important part of the story is the plotCasual-register story structureVignettes with audience participationMost important part of the story is the characterization
31Table 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)
32Our Book Study Copy of “A Framework for Understanding Poverty” Copy of study guideRead assignments ahead of timePre-approved by the district for creditStudy groups – October/NovemberLed by one teacher (NBCT)Faculty meetings