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• W3150890675 abstract "n the early 1800s, the prevalent theoretical construct in the U.S. was genetic determinism, that is, who you were and what you could become were determined by what you had inherited. With the socialist movements in government came the theoretical construct of social determinism, that is, who you are and what you can become are determined by systems and social access. Social determinism also became the underlying theoretical construct for many social justice and multicultural studies. In the late 1980s, state assessments and school accountability began to surface, leading to the federal No Child Left Behind Act in January 2002. In essence, what NCLB said was this: We don’t care whether you believe in genetic determinism or social determinism. Every child will learn and will learn to a level of proficiency against a standard knowledge and skills set. Period. The underlying theoretical construct became cognitive determinism (my terminology) — that is, everyone has a mind, and we will develop every mind. This development was being driven by the knowledge-based economy focusing on the development of intellectual capital (Stewart 1997), the new form of economic currency. Many educators grieved at the onset of rigorous state assessments and accountability. A number of the educators I worked with were either leaving teaching or becoming depressed. They said things like “There’s nothing I can do. It’s hopeless.” In the mid-1990s, I wrote A Framework for Understanding Poverty to help educators better address the issues in poverty. The underlying theoretical construct for the book is situated learning, a concept advanced by Lave and Wenger of Columbia University (1991). In essence, this theoretical approach says that virtually all initial learning occurs in “situated learning” environments that have context, language, relationships, and tasks where you reason with stories and act on situations. When a person goes from a situated-learning environment to formalized schooling, learning becomes decontextualized; the relationships and context are largely taken away. In formalized schooling, students reason with laws and act on symbols (numbers, letters, drawings, etc.). The purpose of Framework was to explain the situated-learning environment of generational (not situational) poverty and the bridges and strategies needed for students to make successful transitions to the decontextualized environment of school. To survive poverty, one must be an incredible problem solver. The decontextualized environment of school requires students to use an abstract representational system of knowledge that is learned and usually not available in the situated-learning environment of generational poverty." @default.
• W3150890675 created "2021-04-13" @default.
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• W3150890675 date "2009-01-01" @default.
• W3150890675 modified "2023-09-27" @default.
• W3150890675 title "Poverty Does Not Restrict a Student's Ability to Learn Oft-criticized educator responds that her work emphasizes a belief in each individual's cognitive ability to succeed, regardless of background in poverty." @default.
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