Document Type
Article
Publication Title
Urban Education
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.
Volume
50
Issue
2
First Page
170
Last Page
193
DOI
10.1177/0042085914543117
Recommended Citation
Ullucci, K., & Howard, T. (2015). Pathologizing the Poor: Implications for Preparing Teachers to Work in High-Poverty Schools. Urban Education, 50 (2), 170-193. https://doi.org/10.1177/0042085914543117
ISSN
00420859
