VOLUME 4, NUMBER 1, WINTER 2009
The Hidden Dimensions of Poverty: Rethinking Poverty and Education
Excerpt from Nobel Peace Prize citation
Norwegian Nobel Committee has decided to award the Nobel Peace Prize for
2006, divided into two equal parts, to Muhammad Yunus and Grameen Bank
for their efforts to create economic and social development from below.
Lasting peace can not be achieved unless large population groups find
ways in which to break out of poverty. Micro-credit is one of these means.
Development from below also serves to advance democracy and human
rights. Muhammad Yunus has shown himself to be a leader who has managed
to translate visions into practical action for the benefit of millions
of people, not only in Bangladesh, but also in many other countries.
Loans to poor people without any financial security had appeared to be
an impossible idea. From modest beginnings three decades ago, Yunus has,
first and foremost through Grameen Bank, developed micro-credit into an
ever more important instrument in the struggle against poverty. Grameen
Bank has been a source of ideas and models for the many institutions in
the field of micro-credit that have sprung up around the world. Every
single individual on Earth has both the potential and the right to live
a decent life. Across cultures and civilizations, Yunus and Grameen Bank
have shown that even the poorest of the poor can work to bring about
their own development.
CONTROVERSY ADDRESSED IN THIS ISSUE
In an earlier issue of the Journal of Educational Controversy, we published an article critical of the Ruby Payne phenomena sweeping workshops for teachers, social workers, and human service providers across the country. Our author cautioned readers about the return of language that conceptualizes issues like poverty in a deficit mode, once again seeing the issue as a problem with the individual rather than a set of systemic problems found in the larger social order. We invite authors to reexamine our thinking about the intractable issues associated with poverty in this country. How should teachers and other human service providers think about issues of poverty? What are the advantages and disadvantages in conceptualizing the problem one way or another? What do students who are preparing to become teachers or human service providers need to know and understand about the lives of their students and clients? What should we be teaching them? We welcome articles that provide historical perspectives, social and political analyses, views on the economics of poverty, examination of research, and conceptual and philosophical analyses. We are also seeking the views of classroom teachers and the accounts of their experiences.
ARTICLES IN RESPONSE TO THE CONTROVERSY
Rethinking Social Justice Issues Within an
Eco-Justice Conceptual and Moral Framework
Pathologizing Poverty: Structural
Forces Versus Personal Deficit Theories in the Feminization of Poverty
GYAH MAW TAME AIM: The Kiowa Clemente Course in the Humanities and Two
Problematizing Payne and
Understanding Poverty: An Analysis with Data from the 2000 Census
Cross-Cultural Communication: Implications for Social Work Practice and
A Departure from Payne
Class – Discussing the Un-Discussible
Examining Images of Family in
See the REJOINDERS SECTION to read reactions to the articles in this issue.
See our BLOG to enter into a conversation with our authors and other readers.
See the “TALKING WITH THE AUTHORS” VIDEO SERIES for videotaped interviews with some of the authors.
Watch this space for our forthcoming video from the 11th Annual Educational Law and Social Justice Forum on the theme of this issue, "The Hidden Faces of Poverty," to take place in April 2009.