Progressive-era "poverty warriors" cast poverty in America as a problem of unemployment, low wages, labor exploitation, and political disfranchisement. In the 1990s, policy specialists made "dependency" the issue and crafted incentives to get people off welfare. Poverty Knowledge gives the first comprehensive historical account of the thinking behind these very different views of "the poverty problem," in a century-spanning inquiry into the politics, institutions, ideologies, and social science that shaped poverty research and policy. Alice O'Connor chronicles a transformation in the study of poverty, from a reform-minded inquiry into the political economy of industrial capitalism to a detached, highly technical analysis of the demographic and behavioral characteristics of the poor. Along the way, she uncovers the origins of several controversial concepts, including the "culture of poverty" and the "underclass." She shows how such notions emerged not only from trends within the social sciences, but from the central preoccupations of twentieth-century American liberalism: economic growth, the Cold War against communism, the changing fortunes of the welfare state, and the enduring racial divide. The book details important changes in the politics and organization as well as the substance of poverty knowledge. Tracing the genesis of a still-thriving poverty research industry from its roots in the War on Poverty, it demonstrates how research agendas were subsequently influenced by an emerging obsession with welfare reform. Over the course of the twentieth century, O'Connor shows, the study of poverty became more about altering individual behavior and less about addressing structural inequality. The consequences of this steady narrowing of focus came to the fore in the 1990s, when the nation's leading poverty experts helped to end "welfare as we know it." O'Connor shows just how far they had traveled from their field's original aims.

"This book is the perfect guide for those administrators and teachers who are truly interested in equalizing educational opportunities at all levels." —Rebecca S. Compton, Professor of Elementary Education East Central University Proven strategies for increasing the academic performance of students with low school-readiness skills! Children of low socioeconomic status often enter school with low school-readiness skills, leading them to be misidentified as learning disabled. Educators in Grades K–12 can allocate resources for special education services more effectively and meet the needs of low SES students by preventing students from being placed in the wrong program and by providing readiness supports. Offering an in-depth look at schools that have realized effective results in remarkable time frames, the authors challenge educators and parents to consider how low expectations can affect student achievement—and emphasize optimism as a necessary tenet of schools′ day-to-day teaching/learning programs and school-community relationships. This resource provides: Training resources for teaching low SES students Assessment tools for identifying learning needs Strategies for building relationships of trust and collaboration throughout the school community Data charts that illustrate the increase in student achievement from schoolwide initiatives A bibliography and glossary of pertinent research and terminology With these strategies and tools, schools can meet the developmental and environmental needs of their most vulnerable students and watch student achievement and confidence soar!

This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty. Featuring important revisions based on newly available research and lessons from the authors professional development work, this Second Edition includes: a new chapter outlining the dangers of grit and deficit perspectives as responses to educational disparities; three updated chapters of research-informed, on-the-ground strategies for teaching and leading with equity literacy; and expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools. Written with an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.

Poverty is South Africa's greatest challenge. But what is 'poverty'? How can it be measured? And how can it be reduced if not eliminated? In South Africa, human science knowledge about the cost of living grew out of colonialism, industrialization, apartheid and civil resistance campaigns, which makes this knowledge far from neutral or apolitical. South Africans have used the Poverty Datum Line (PDL), Gini coefficients and other poverty thresholds to petition the state, to chip away at the pillars of white supremacy, and, more recently, to criticize the postapartheid government's failures to deliver on some of its promises. Rather than promoting one particular policy solution, this book argues that poverty knowledge teaches us about the dynamics of historical change, the power of racism in white settler societies, and the role of grassroots protest movements in shaping state policies and scientific categories. Readers will gain new perspectives on today's debates about social welfare, redistribution and human rights, and will ultimately find reasons to rethink conventional approaches to advocacy.

For anyone wanting to learn, in practical terms, how to measure, describe, monitor, evaluate, and analyze poverty, this Handbook is the place to start. It is designed to be accessible to people with a university-level background in science or the social sciences. It is an invaluable tool for policy analysts, researchers, college students, and government officials working on policy issues related to poverty and inequality.

One out of every five Latin Americans or around 130 million people have never known anything but poverty, subsisting on less than US$4-a-day throughout their lives. These are the region ́s chronically poor, who have remained so despite unprecedented inroads against poverty in Latin America and the Caribbean since the turn of the century. Left Behind: Chronic Poverty in Latin America and the Caribbean takes a closer look at the region’s entrenched poor, who and where they are, and how existing policies need to change in order to effectively assist them. The book shows significant variations of rates of chronic poverty both across and within countries. Within a single country, some regions show incidence rates up to eight times higher than the lowest. Despite the higher rates of chronic poverty in rural areas, chronic poverty is as much an urban as a rural issue. In fact, considering absolute numbers, urban areas in many countries, including Chile, Brazil, Mexico, Colombia and the Dominican Republic, have more chronic poor than rural areas. Undoubtedly the region has come a long way during the decade in terms of poverty reduction, guided by a mix of sustained growth and increased levels in amounts and quality of public spending and programs targeted directly or indirectly to the chronic poor. While improving endowments and the context where the chronic poor live is a necessary condition going forward, the decade’s experience suggests that it may not be enough to reach the chronic poor. The book posits that refinements to the existing policy toolkit †“ as opposed to more programs †“ may come a long way in helping the remaining poor. These refinements include intensifying efforts to improve coordination between different social and economic programs, which can boost the income generation process and deal with the intergenerational transmission of chronic poverty by investing in early childhood development. Equally important though, there is an urgent need to adapt programs to directly address the psychological toll of chronic poverty on people’s mindset and aspirations, which currently undermines the effectiveness of the existing policy efforts.

In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.

This publication offers a framework for the empowerment of people living in poverty throughout the world that concentrates on increasing people's freedom of choice and action to shape their own lives. Based on analysis of practical experiences, the book identifies four key elements to support empowerment: information, inclusion and participation, improved accountability and local organisational capacity. This framework is then applied to five areas of action to improve development effectiveness: provision of basic services, improved local governance, improved national governance, pro-poor market development, and access to justice and legal aid. It also offers twenty 'tools and practices' which concentrate on a wide-range of topics to support the empowerment of the poor.

The Oxford Handbook of the Social Science of Poverty builds a common scholarly ground in the study of poverty by bringing together an international, inter-disciplinary group of scholars to provide their perspectives on the issue. Contributors engage in discussions about the leading theories and conceptual debates regarding poverty, the most salient topics in poverty research, and the far-reaching consequences of poverty on the individual and societal level.

This collection examines the power and transformative potential of movements that fight against poverty and inequality. Broadly, poverty politics are struggles to define who is poor, what it means to be poor, what actions might be taken, and who should act. These movements shape the sociocultural and political economic structures that constitute poverty and privilege as material and social relations. Editors Victoria Lawson and Sarah Elwood focus on the politics of insurgent movements against poverty and inequality in seven countries (Argentina, India, Brazil, South Africa, Thailand, Singapore, and the United States). The contributors explore theory and practice in alliance politics, resistance movements, the militarized repression of justice movements, global counterpublics, and political theater. These movements reflect the diversity of poverty politics and the relations between bureaucracies and antipoverty movements. They discuss work done by mass and other types of mobilizations across multiple scales; forms of creative and political alliance across axes of difference; expressions and exercises of agency by people named as poor; and the kinds of rights and other claims that are made in different spaces and places. Relational Poverty Politics advocates for poverty knowledge grounded in relational perspectives that highlight the adversarial relationship of poverty to privilege, as well as the possibility for alliances across different groups. It incorporates current research in the field and demonstrates how relational poverty knowledge is best seen as a model for understanding how theory is derivative of action as much as the other way around. The book lays a foundation for realistic change that can directly attack poverty at its roots. Contributors: Antonádia Borges, Dia Da Costa, Sarah Elwood, David Boarder Giles, Jim Glassman, Victoria Lawson, Felipe Magalhães, Jeff Maskovsky, Richa Nagar, Genevieve Negrón-Gonzales, LaShawnDa Pittman, Frances Fox Piven, Preeti Sampat, Thomas Swerts, and Junjia Ye.