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Document Type

Editorial

Abstract

This issue on poverty was planned before the recent global economic crisis captured headlines in the world media. In some ways, current conversations about today’s events mask the enduring problems of poverty that have long plagued a nation committed to equality and social justice. This issue of our journal steps back and examines the multifaceted dimensions of poverty and raises questions about the mindset that is too often perpetuated about those who experience it. How do teachers, human service providers, and other educational practitioners conceptualize poverty, and how do those ways of thinking affect their work and the relationships they have with those caught up in the throes of poverty? The way we think about a concept like poverty will determine the way we address it as well as the way we teach about it. Many of the authors in this issue are particularly critical of the kinds of workshops offered to teachers and human service providers that simplify both the problems and our understanding of the lives of those living in poverty. In this issue, the journal seeks to provide readers with a look at the multiple dimensions of poverty and the new ways of thinking that are required if we are to attack the problems systemically.

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