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ERIC Number: ED426351
Record Type: RIE
Publication Date: 1998
Pages: 230
Abstractor: N/A
ISBN: ISBN-0-325-00017-4
Reading Poverty.
Shannon, Patrick
The central purpose of this book is to challenge current social constructions of poverty, reading education, and the putative relationship between the two. It explores how official and popular representations of poverty are bound to specific historical, social, and economic conditions of their own production. The book offers four stances of reading poverty: the first interrogates the official construction of poverty; the second explains how various representations of the causes of poverty demonstrate the ideological positions and political intentions of their proponents; the third reverses the connotation of the double-entendre of the book's title to explore the poverty of reading practices in American schools; and the fourth presents the need to retheorize poverty and school reading practices in the post-industrial democracy. After a preface and an introduction, chapters in the book are: (1) This Train Don't Carry No Shirkers...Reading Bill Clinton; (2) Them That's Not Shall Lose: Reading Official Poverty in America?; (3) If It Wasn't for Bad Luck: Reading the Causes of Poverty; (4) And There Ain't Nothin' You Can Do about It: Reading "The Bell Curve"; (5) Bad to the Bone: Reading Moral Literacy; (6) The World Is in an Uproar/The Danger Zone Is Everywhere: Reading the Reading Crisis; (7) Come on Up, I've Got a Lifeline: Reading Targeted Programs; (8) Everybody Look What's Goin' Down: Reading Educational Functionalism and Rereading Poverty in America; and (9) Listen Here People, Listen to Me, I Don't Wanna Be Mistreated by No Bourgeoisie: Reading the Road Ahead. (Contains approximately 325 references.) (RS)
Heinemann, 88 Post Road West, Box 5007, Westport, CT 06881-5007; Fax: 203-222-1502; Tel: 800-793-2152 (Toll Free); Web site: ($20).
Publication Type: Books; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A