A Framework for Understanding Poverty - Ruby Payne

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Feb 2, 2013 (4 years and 9 months ago)

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A Framework for Understanding

Poverty



Ruby Payne


Key Points


What
are the characteristics of

poverty?


1) Poverty is relative


Just about everybody is poorer than someone else and
richer than someone else.
Generational poverty is defined as being in p
overty
for two generations or longer. Poverty is defined as

being an income of less
than $5
00 pw for a family of four.

The ABS states just over 9% of Australians
are currently living in poverty.


2) Poverty occurs in all races

and in all countries.


7)
There are cultural differences in poverty. This work is cross cultural and
focuses on economics. Cultural traditions cut across economic divisions.


3) Generational and situational poverty are different. Generational poverty
relates to two generations o
r more living below the poverty line. Situational
pov
erty refers to a
shorter time and is caused by circumstance



unemployed,
single mum,
death of wage earner,
student, drug habit, etc.

(of course has the
potential to become long term)
.


4) This work is
based on patterns. All patterns have exceptions.


5
) Poverty is defined by Ruby Payne as a lack of resources.

These resources
are financial, emotional, mental, physical, support systems, role models,
knowledge of hidden rules.


6
)
Those in generational p
overty have their own values and beliefs with their
own internal logic. They are neither better nor worse than the values of the
middle and upper classes


they are appropriate to the circumstance.


7
) Individuals bring with them the hidden rules of the
class in which they were
raised.
Even though the income of an individual may rise significantly many
of the patterns of thought, social interaction, cognitive strategies, remain with
the individual.


How can we as educators
help our students move out of p
overty?


Background


1) Schools operate on middle class norms and values. These are different to
the values of those in generational poverty.


2
)
We are not here to excuse
our students
, scold them or judge them. For our
students to be successful we must
understand their hidden rules and teach
them the rules that will make them successful at school and work.


3
) To move from poverty to middle class

or middle class to wealth
, one must
give up (for a time) relationships for achievement
.


4
) Two things that
help one move out of poverty are

-

relationships; the key motivators for learning

-
education

(40% of Australians move out of the economic circumstances they were born
into)


5
) Four reasons one leaves poverty are:

-

too painful to stay

-

vision or goal

-
k
ey relationship

-
special talent/skill


Teaching Strategies


6
)
Explicit teaching of the registers of l
anguage


school uses a formal
register, those from generational poverty use casual
/intimate

register (non
-
verbal cues are also very important).


7
)
Awa
reness of c
hild, parent and adult voices. The parent voice stops
behaviour, the adult voice changes it. The adult voice is the voice of
negotiation.
Young people who have raised themselves and/or their siblings
have a child and a parent

voice but no inte
rnal adult voice

they must be
taught the language of negotiation.



8) Those from generational poverty are often fatalistic about themselves and
their circumstances. For those in generational poverty discipline is about
penance and forgiveness, not cha
nge.
Discipline should not be seen as
punishment but rather placed within an educational context
; it should help
teach the student about successful behaviours at school and beyond.


What will you do next time?

What did you do?

When you did that, what di
d you want?

List four ot
her things you could have done.


9) mediation


giving meaning to behaviours and strategies to deal with them.
Teach students the why and the how


not just the what.


What


no more chocolates

Why
-

because they’ll spoil your ap
petite

How
-

eat your dinner first and then you can have one


Or


What


don’t cross the street without looking

Why
-

you could be injured

How
-

look both ways before you cross