Their wealth stories also draw on the experience of her husband, who has tightened a successful career as a Chicago bond trader. I found some of Paynes` practices too general and cumbersome to apply to adults. In studying if there is some kind of “culture of poverty” a few years ago, starting with the descriptions of Oscar Lewis in 1967, which are now widely questioned and criticized, I have come to develop my own point of view on this subject, based on my experience as research on this subject. “And that`s not the case. It`s not like I didn`t believe them there. But when I wrote the book, I wrote the book for the teachers. Are you following me? I did not write it to make a treaty on poverty. In principle, understanding the specific cultures and circumstances that shape the student experience helps connect and help students when they encounter difficulties. And because poverty affects so many young people, understanding the causes, effects and multipliers of poverty is essential for cultural pedagogy. Payne`s focus on individual behaviours, abilities and relationships highlights personal responsibility for other causes of poverty. For educators who have not studied income inequality or the impact of race on opportunity, the prospect of an overly simple vision of who their poor students are, why their families are poor and what they need to succeed is a takeaway that, from the TT`s point of view, undermines justice and justice in schools. Faced with social inequalities, they wrote: “Payne consoles us with its soothing repetitions of the age-old stereotypes of the poor. We can then continue to be white and privileged and to be free from all responsibility for the well-being of our neighbours and fellow citizens.
“We have to look at every child as an individual,” she said. “Nothing I learn about poverty will help me learn how to have a child in school.” It seems really difficult for scientists (especially sociologists) to adequately communicate the difference between average behaviour or behaviour/properties/characteristics/etc and individual/property/etc. This confusion is conveyed through casual language and word of mouth, until factual assertions (“Many people who grew up in poverty, xyz.” become stereotypes or worse (“Poor people always do xyz.” or “Poor people always do xyz and it`s bad for them in the long run”). I was sitting in a conference on the culture of poverty that seriously offended some people in the public, who had lived in poverty and felt they were being belittled and oversimplified. But we cannot ignore poverty as a factor, nor say that it is “stereotypical” if we look at descriptive statistics that show trends.