Addressing The Problem Of Inequity And The “Pedagogy Of Poverty”: What Are The Solutions?
To tackle the problem of “pedagogy of poverty”, EL Education's Meg Riordan and Montclair State University's Emily Klein studied two urban schools in New York City that have improved their model for learning. Through their small scale study, they determined ways that teachers and educators can promote equity and deeper learning in their classrooms.
“In classrooms across the United States, many of our most struggling learners experience instruction best described as what Martin Haberman (1991) calls, ‘the pedagogy of poverty,’ where pedagogical practices tend more towards giving information and controlling behavior than creating spaces where students identify questions, make meaning, and solve problems in their communities and the world.” (UnBoxed)
Ultimately, Riordan and Klein found that the content of the material, design (how the material was taught), and ownership and autonomy of the curriculum are the three most important factors of professional learning that teachers and educators should know to encourage students’ deeper learning and equity.
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