Connections to EDCI 404:

This topic was incorporated into the course and we each wanted to learn more for our Multi-modal Investigation. Here are some connections we explored that connect with the course topics:

Danger of a single story

• • Stereotypes and generalizations do not tell the whole story, or even an accurate one in some cases. You can find some myth-busters in the section What is Poor-Bashing?

  • We need to look at the whole lives and the beauty of people in poverty and not let their poverty blind us. We also have to remember that not everyone in poverty feels oppressed.

Liberalism

• • In our liberalist society full of policies and judgements that dictate what people on welfare can and cannot do, only the rich are free.

Pluralistic/ Thick Democracy

• • It is important to have discussions around poverty and the Story of poverty we are taught to believe in order to be informed, contributing social citizens that value social justice. This involves allowing for dissent within the classroom to hear students' voices and allow them to reflect critically and express their agency. You can find out more about poverty in the community in the sections Poverty in Canada and In the Community.

  • We need to recognize that people will have their own perspective on poverty and people in poverty so that we can encourage open discussions that include voicing people's judgements and their reasons.

Praxis

• • Theory: This investigation started off with gaining more knowledge on poverty, poor-bashing, and allyship, which then led to looking at poverty in the classroom, school, and community.

  • Action: We found some steps to act upon but have yet to do any of them. We are still in the theory portion of praxis. These steps can be found throughout the website.

  • Reflection: We each need to do some reflecting and work on our own implicit biases and privileges to ensure they align with our overt beliefs and actions. Some tips on reflecting on our biases can be found in How to be an Ally.

What leverage points exist with regards to poverty?

• • Structures of information flow: Educating yourself and your students can give you power and help reduce poor-bashing in the classroom, school, and community. Students are capable humans that can advocate for what they believe in to fight the system if necessary, but cannot do so if they do not have the information and knowledge. Students are also our future leaders - if they learn about poverty at a young age, we can hope that when they are older and have deciding power in office, they can change the rules and goals of the system.

  • Rules of the system: Teach students about the rules of the system and to think critically about them. When you know the rules and goals of the system, it gives you power to work towards change if necessary. Look critically at the rules as an educator and ensure that you are helping and caring for students authentically - if this means breaking a rule, then that might mean advocating for change in the system and the rules in place.

  • Goals of the system: Looking critically at the education system and the goals and supports that exist. It is important to question these goals and understand whether they are tackling the root of the problem or putting a bandaid on it.

  • Mindset of paradigms: We acknowledge that we each have a perspective of poverty: Why is this our perspective? How does our own upbringing affect it? How can it change and grow?

  • Transcending paradigms: We are aware that our perspective is our own and that someone else will have a different perspective, especially if they have experienced poverty themselves, and yet none of our perspectives are necessarily more true than the other. This is where the importance of pluralism comes in and taking on the perspective that will better help us reach our goal and purpose.

Discussing poverty in the classroom:

• • We have a new perspective and have strategized bringing the topic up in a different way than we would have before our investigation

  • Before: Large focus on other countries; more general with homelessness; not truly looking at how many people live under the poverty line and understanding how it affects people within our own circles and communities (including our students/classmates) - exclusive partiality

  • After: Our view on how to teach and how to address poverty has changed; the statistics were shocking and eye-opening - committed partiality - educated ourselves more about it; we believe it should be discussed in class because it affects more people than we think - it is a systemic issue