Pathologizing the Poor: Implications for Preparing Teachers to Work in High-Poverty Schools

Autor/inn/en	Ullucci, Kerri; Howard, Tyrone
Titel	Pathologizing the Poor: Implications for Preparing Teachers to Work in High-Poverty Schools
Quelle	In: Urban Education, 50 (2015) 2, S.170-193 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914543117
Schlagwörter	Poverty; Misconceptions; Teacher Educators; Teacher Education; Teacher Student Relationship; Preservice Teachers; Equal Education; Low Income Groups + Suchen Sie Ihr Suchwort? Armut; Missverständnis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The recent economic downturn highlights that poverty continues to be a significant social problem. Mindful of this demographic reality, it is imperative for teacher educators to pay close attention to the manner in which teachers are prepared to educate students from impoverished backgrounds. Given the number of frameworks that offer reductive recommendations for teaching students from impoverished backgrounds, we seek to accomplish two goals with this work: (a) to summarize mythologies about poverty that impact student-teacher relationships and (b) to offer new perspectives on educating students from impoverished backgrounds by providing anchor questions teacher educators can explore with pre-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01