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Education and poverty
Education as a cause of poverty
Education as a cause of poverty
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The Road to Coorain
Have you ever wondered how much your up bringing and early family life affected the person you are? Jill Ker Conway, in her autobiography The Road to Coorain, both literally and figuratively maps out her early life, placing specific emphasis on geographic location and the importance it made to her as an adult. Her life as a young girl in the western outback shaped her view toward the world, just as our backgrounds have shaped who we are.
After Conway's trip to England she states that,
It took a visit to England for me to understand how the Australian landscape actually formed the ground of my own consciousness, shaped what I saw, and influenced the way a scene was organized in my mental imagery.
By reflection on my past, I can support, just as Conway has, that a person's up bringing directly affects their perspective on life. During the earlier part of her life Conway lived in the hostile western region of Australia that produced men and women that never complained about hard work. Reversly, I have
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During Conway's schooling she attended the local public school for only one day. Had Conway stayed there she said she would have discovered the true nature of the Australian class system. As it was, it took, "another fifteen years to see the world from my own Australian perspective, rather than from the British definition taught to my kind of colonial." Unlike Conway, I have always attended the local public school; forcing me to mix with people with incomes slightly above, below, and equal to my family. Additionally, this summer I interacted with a new dimension of my city's residents while working at the Cabbage Patch Settlement House -- an organization that works to break the chain of poverty through inner city children. This eye opening experience provided me with a broad base from which to perceive other members of
Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. “The...
The children in this book at times seem wise beyond their years. They are exposed to difficult issues that force them to grow up very quickly. Almost all of the struggles that the children face stem from the root problem of intense poverty. In Mott Haven, the typical family yearly income is about $10,000, "trying to sustain" is how the mothers generally express their situation. Kozol reports "All are very poor; statistics tell us that they are the poorest children in New York." (Kozol 4). The symptoms of the kind of poverty described are apparent in elevated crime rates, the absence of health care and the lack of funding for education.
Overall, the SBS programme, Struggle Street (2015) provided a graphic insight into the hardships faced by lower-class Australians in Mount Druitt, Sydney. Nevertheless, viewing the programme allowed me to reflect and compare with my own observations of poverty within both Vietnam and Cambodia. The emotion I felt whilst watching the programme was incomparable to helplessly observing the great poverty within Cambodia.
Mark Peterson’s 1994 photograph, Image of Homelessness, compares the everyday life of the working class to the forgotten life of the lowest class in society. In the image, the viewer can see a troubled homeless man wrapped in a cocoon of standard manipulated 12in by 12in cardboard boxes and yarn. The yarn is what is keeping the man and box tied to the red bench. This bench has chipped paint and is right in front of a black fence. Underneath the bench is dirt and debris from the dead fall leaves. The center focal point is the homeless man on the bench. He is the focal point because he is the greatest outsider known to man. Behind this man is vibrant life. There is pulsating people crossing the clean street, signs of life from all the advertising on store windows, families walking and blurred cars filled with
Though the stereotyping and alienation is strong in Dougy and Gracey’s community they manage to break away from it. The whites feel that the Aborigines get everything free from the government and never do any work of their own, and according to the book, most of them do just this.
Shorris wanted to explore on poverty in America and write a book based on opinions on what keeps people poor. Therefore, as results of varied conversations with special people in prison, Shorris came to support the prisoner, Viniece Walker’s, argument that destitute students are those most in need of a liberal education. Viniece introduced Shorris to the thought of the “moral life of downtown”, meaning to expose them to museums, lectures, etc. (Page 2), which he understood as the need for reflection for the poor. This emphasizes the very fact that in order for the poor to escape from their “surround of force” (Page 1) they must undergo a transformation rooted in reflection and self-realization. Shorris believes that “the surround of force is what keeps the poor from being political and the absence of politics in their lives is what keeps them poor.”(Page 1) He further explains that by political he means: “activity with other people at every level, from the family to the neighborhood to the broader community city-state”(Page 1). This idea of a different type of learning, instead of your everyday math and English, but a broader education where there isn’t always a right or wrong answer is what Shorris believes is the key difference maker. Thus with these new realizations, Shorris set up an experiment to verify his theory of the importa...
“All Kids Should Take Poverty 101” could have been a wonderful piece if the age of those taking Poverty 101 had been older, and if the focus had been more on how those in poverty can end the cycle on their own. However Beegle’s desire to teach children empathy and awareness is a noble
Livy. The Early History of Rome: Books I-V of The History of Rome from its
reading this book makes me realize it is a completely different world in “the projects.” I always thought it was that individual’s fault for not getting out of the projects and they chose to live that type of life. MacLeod’s findings and interviews with the kids made me realize that is not the case. I now see that social inequalities make it very difficult for social mobility to
Livy’s The Rise of Rome serves as the ultimate catalogue of Roman history, elaborating on the accomplishments of each king and set of consuls through the ages of its vast empire. In the first five books, Livy lays the groundwork for the history of Rome and sets forth a model for all of Rome to follow. For him, the “special and salutary benefit of the study of history is to behold evidence of every sort of behaviour set forth as on a splendid memorial; from it you may select for yourself and for your country what to emulate, from it what to avoid, whether basely begun or basely concluded.” (Livy 4). Livy, however, denies the general populace the right to make the same sort of conclusions that he made in constructing his histories. His biased representation of Romulus and Tarquin Superbus, two icons of Roman history, give the readers a definite model of what a Roman should be, instead of allowing them to come to their own conclusion.
1)De, Selincourt Aubrey. Livy, the Early History of Rome: Book I - V of the History of Rome from Its Foundation. London: Penguin, 1960. Print.
Livy’s preservation of Rome’s history is one of the best‒and one of the few‒Roman historical documents to survive from the last century BCE to today. He writes to preserve the history of what once was a great nation. Livy believed that Rome was undergoing a conscientious devolution, so
...” (Livy, Rome 5.23). However, he never gave up on his home and his people, even when they gave up on him. Camillus’s “fervent wish” was that “love for this place will so fill your hearts that you will remain where you are…wracked by longing, homesick for your native soil” (Livy, Rome 5.54). Camillus understood that Rome was more than a conglomeration of buildings and stone. Rome was an idea, to be fostered, protected and shared. He was their savior, their misunderstood leader—a hero before his due time. Henceforth, this is Livy’s intention in engraving the life and story of Marcus Furius Camillus for the world, so that one day we may look back and seek the compassionate hero of Rome: the sun in the land of darkness. Her protector and Second Founder.
Wilson, W.J. (1987). The Truly Disadvantaged: The Inner-City, the Underclass, and Public Policy Chicago, IL: University of Chicago Press
In the ethnography “Understanding Inner-City Poverty: Resistance and Self Destruction under U.S Apartheid,” Philippe Bourgois, in East Harlem New York, researches the misunderstanding of inner-city poverty with an intersectional approach because of the way he incorporates the culture of resistance, race, class, and gender.