Literature Review on Poverty, Place, and Pedagogy in Education

Sociology
Literature Review
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Sociology
Introduction
This write-up will comprise an analysis of three pieces of literature, a comparison and an
evaluation of the strengths and limitations on the three pieces of literature as well as implications
for future teaching practice.
1. Findings of the three Pieces of literature
Poverty, place, and pedagogy in education: research stories from front-line workers
This article is so specific in nature. This is so because it considers that it really means and what
revolves around to teach as well as learn in places where poverty has grown roots via narratives
of frontline workers (especially students and teachers). This article articulates issues such as the
work of learning as well as teaching in poverty-stricken areas, how this has changed over time
and how it is possible to continue to teach at such times where poverty has been a really big issue
(Battey, 2013).
This article suggests that eliminating childhood poverty has been a priority in various
governments in Western countries. This has been evident in so many ways such as the deliberate
actions taken to provide youths with equal access to education as well as other facilities so as to
make them self-reliant in the future (Callow & Orlando, 2015). Despite all this, there are some
areas that are still lugging around. This is so because poverty, as well as inequitable education, is
still bound in these areas.
Based on studies conducted for about three decades in schools located near poverty-stricken
areas in South Australia the results obtained are quite conclusive. It is also important to note that

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these studies were conducted in South Australia a region which has been ranked to be having so
many socio-economic disadvantages. Findings that have been depicted by this article suggest
that in as much as learning takes place in these areas, both the teachers as well as the learner's
work remain limited and constrained. It is also clear that most primary schools both in Australia
and some other areas across the globe have literacy agreements (Campbell, et al, 2015). This is
the same fro kindergartens because most of them have explicit literacy instructions incorporated
into their programs. In addition to this, the same thing is also happening to high schools as well
as other tertiary schools because of special extension classes and strategic practices or NAPLAN.
This article has also revealed (Comber, 2016).
Literacies in challenges contexts, Katina Zammit and Jon Callow
This article mentions that literacy is more about empowerment; this is so because literacy has the
ability to influence a person’s behavior at a really high extent as well as increase their level of
awareness. In this article, there is an examination of various literary practices. It is assumed that
classrooms are situated in various areas and contexts and each of them has its own challenges as
well as needs. There are suggestions that in a much broader international context, literary theory,
as well as some other related practices, often draw a series and a variety of traditions and
research areas (Fantuzzo et al, 2012). The contemporary society is so cynical in nature.
Therefore, given the complexity and the global nature of contemporary society, there is a need to
understand literacy in a much wider cultural context. In such cases, various aspects such as
diversity, technology, and the constantly changing labor markets usually form key elements in
students both future and current life. It is also important to note that this constantly changing
global market also has some influence on the types of texts that are taught in schools and also
how they are best addressed by different teachers and/or educators (Zammit & Callow, 2016).

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This article also mentions that there are different styles and/or types of pedagogical approaches
as far as literacy is concerned. All these pedagogical approaches are different in nature. Some are
based on a more authoritative and a straight forward or direct teacher intervention while others
entail some kind of encouragement, guidance that is often indirect and also support from the
teachers and/or educators side. Studies conducted have shown that many literacy classrooms in
Australia utilize the so-called scaffolded practice for conducting various activities in a classroom
setting that aim towards increasing learners engagement such as writing, listening or even
talking. According to Scaffolding, literacy often starts with a student's ability as well as their
actual one of development which is then later followed by the development of new and more
complex skills, this development is usually aided either by a teacher or a peer that has some
knowledge regarding the issue being addressed therein. This article also suggests that this
happens in three different stages and is usually different in all these stages, the stages being
addressed here are; early years, middle years and later years.
Addressing Homelessness in our schools and language art classrooms: Theresa Rodgers
and Rowan Shafer
This article suggests that because of the cases of increasing economic inequality in various
places in North America, there is a need for educators to have a clear understanding of poverty as
well as homelessness and how these two aspects can have an impact on children and their school
life (Herbers et al, 2012). It clearly mentions that there is a need to put more emphasis and focus
more on the causes of poverty and homelessness and in that case teachers and/or educators can
be aware of such issues. As a direct consequence of this, then learners will understand that child
homelessness is not an issue or a fault of any particular individual or any family for that matter