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Document Type

Article in Response to Controversy

Abstract

Much like race, religiosity, sex, and a whole host of contrived privilege points in the U.S., poverty and class have remained for the most part don’t-go-there designations; topics that individuals, human service, and educational institutions often avoid openly discussing (Argyris, 1991; Caruthers, Eubanks &Thompson, 2004). By not intentionally thinking, talking, and teaching about socio-economic privilege associated with class, however, we undermine our ability to make significant progress in connecting with and supporting people who may be bearing the brunt of the wealth disparity burden. On the contrary, we serve each other well when we initiate and sustain chains of interdisciplinary and ”cross-class” communication (Bennet, 1988), allowing for respectful curiosity, sharing theories for effective interventions, and asking questions. When we ask and respond to questions of ourselves and others relating to poverty and class distinctions, a critically important dialog ensues.

Genre/Form

articles

Subjects - Topical (LCSH)

Poor--United States; Poor--Education--United States; Social classes--United States; Minorities--Economic conditions; Socio-economic status

Geographic Coverage

United States

Language

English

Format

application/pdf

Type

Text

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Education Commons

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