A Framework for A Framework for Understanding Understanding

PovertyPoverty

Book StudyBook Study

Overview & IntroductionOverview & Introduction

Key Points to RememberKey Points to Remember

• Poverty is relative.Poverty is relative.• Poverty occurs in all races and in all Poverty occurs in all races and in all

countries.countries.• Economic class is a continuous line, not Economic class is a continuous line, not

a clear-cut distinction.a clear-cut distinction.• Generational poverty and situational Generational poverty and situational

poverty are different.poverty are different.• This work is based on patterns. All This work is based on patterns. All

patterns have exceptions.patterns have exceptions.

Key Points (continued)Key Points (continued)

• An individual brings with him/her the An individual brings with him/her the hidden rules of the class in which hidden rules of the class in which he/she was raised.he/she was raised.

• Schools and businesses operate from Schools and businesses operate from middle-class norms and use the hidden middle-class norms and use the hidden rules of the middle class.rules of the middle class.

• For our students to be successful, we For our students to be successful, we must understand their hidden rules and must understand their hidden rules and teach them the rules that will make teach them the rules that will make them successful at school and at work.them successful at school and at work.

Key Points (continued)Key Points (continued)• We can neither excuse students nor scold We can neither excuse students nor scold

them for not knowing; as educators we must them for not knowing; as educators we must teach them and provide support, insistence, teach them and provide support, insistence, and expectations.and expectations.

• To move from poverty to middle class or To move from poverty to middle class or middle class to wealth, an individual must give middle class to wealth, an individual must give up relationships for achievement (at least for up relationships for achievement (at least for some period of time).some period of time).

• Two things that help one move out of poverty Two things that help one move out of poverty are education and relationships.are education and relationships.

• Four reasons one leaves poverty are: It’s too Four reasons one leaves poverty are: It’s too painful to stay, a vision or goal, a key painful to stay, a vision or goal, a key relationship, or a special talent or skill.relationship, or a special talent or skill.

Some Statistics about Some Statistics about PovertyPoverty

See page 4-6 in your text.See page 4-6 in your text.

Definition of PovertyDefinition of Poverty

•The extent to which an The extent to which an individual does without individual does without resourcesresources– Poverty is more about lack of Poverty is more about lack of

resources than it is about resources than it is about moneymoney

Eight types of resourcesEight types of resources

• FinancialFinancial• EmotionalEmotional• MentalMental• SpiritualSpiritual• PhysicalPhysical• Support SystemsSupport Systems• Relationships/Role ModelsRelationships/Role Models• Knowledge of Hidden RulesKnowledge of Hidden Rules

FinancialFinancial

• Having the money to purchase goods Having the money to purchase goods and servicesand services

EmotionalEmotional

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

MentalMental

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

SpiritualSpiritual

• Believing in divine purpose and Believing in divine purpose and guidance.guidance.

PhysicalPhysical

• Having physical health and mobility.Having physical health and mobility.

Support SystemsSupport Systems

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

Relationships/Role Relationships/Role ModelsModels

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

Knowledge of Hidden Knowledge of Hidden RulesRules

• Knowing the unspoken cues and Knowing the unspoken cues and habits of a group.habits of a group.

Small group activitySmall group activity

• ScenariosScenarios

Table discussionTable discussion

• Which resources can an educator Which resources can an educator influence greatly?influence greatly?

The Role of Language The Role of Language and Storyand Story

• Registers of languageRegisters of language• Discourse patternsDiscourse patterns• Story structureStory structure

Registers of LanguageRegisters of Language

• Every language in the world has five Every language in the world has five registers:registers:– FrozenFrozen– FormalFormal– ConsultativeConsultative– CasualCasual– IntimateIntimate

Frozen registerFrozen register

• Language that is always the same.Language that is always the same.• Examples: The Lord’s Prayer, Examples: The Lord’s Prayer,

wedding vows, etc.wedding vows, etc.

Formal registerFormal register

• The standard sentence syntax and The standard sentence syntax and word choice of work and school.word choice of work and school.

• Has complete sentences and specific Has complete sentences and specific word choice.word choice.

• Majority of minority students and Majority of minority students and poor students do not have access to poor students do not have access to formal register at home.formal register at home.

Consultative registerConsultative register

• Formal register when used in Formal register when used in conversation. conversation.

• Discourse pattern not quite as direct Discourse pattern not quite as direct as formal register.as formal register.

Casual registerCasual register

• Language between friends and Language between friends and characterized by a 400- to 800-word characterized by a 400- to 800-word vocabulary.vocabulary.

• Word choice general and not Word choice general and not specific.specific.

• Conversation dependent upon non-Conversation dependent upon non-verbal assists.verbal assists.

• Sentence syntax often incomplete.Sentence syntax often incomplete.

Intimate registerIntimate register

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

Research about registersResearch about registers

• Every language in the world has five Every language in the world has five registers.registers.

• One can go down one register in the same One can go down one register in the same conversation and that is socially conversation and that is socially acceptable.acceptable.

• To drop two registers or more in the same To drop two registers or more in the same conversation is to be socially offensive.conversation is to be socially offensive.

(Joos, 1967; )(Joos, 1967; )

Discourse PatternsDiscourse Patterns in Formal and Casual in Formal and Casual

RegisterRegister• Formal register – Formal register –

– Pattern is to get straight to the pointPattern is to get straight to the point

• Casual – Casual – – Pattern is to go around and around and Pattern is to go around and around and

finally get to the pointfinally get to the point

Primary DiscoursePrimary Discourse

• The language an individual first The language an individual first acquired.acquired.

Secondary discourseSecondary discourse

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

Story structureStory structure

• Formal-register story structureFormal-register story structure– Chronological, narrativeChronological, narrative– Most important part of the story is the Most important part of the story is the

plotplot

• Casual-register story structureCasual-register story structure– Vignettes with audience participationVignettes with audience participation– Most important part of the story is the Most important part of the story is the

characterizationcharacterization

Demonstration activityDemonstration activity

• CinderellaCinderella

Table discussionTable discussion

• How does type of story structure How does type of story structure affect learning?affect learning?– (see page 33)(see page 33)

• What can schools do to address What can schools do to address casual register, discourse patterns, casual register, discourse patterns, and story structure?and story structure?– (see page 34)(see page 34)

Our Book Our Book StudyStudy

• Copy of “A Framework for Understanding Copy of “A Framework for Understanding Poverty”Poverty”

• Copy of study guideCopy of study guide• Read assignments ahead of timeRead assignments ahead of time• Pre-approved by the district for creditPre-approved by the district for credit• Study groups – October/November Study groups – October/November

– Led by one teacher (NBCT)Led by one teacher (NBCT)• Faculty meetings Faculty meetings

Where do we go from Where do we go from here?here?