Sociology Literature Review: Poverty, Education, and Homelessness

This literature review analyzes three articles: "Poverty, place and pedagogy in education: research stories from front-line workers," "Literacies in challenges contexts," and "Addressing Homelessness in our schools and language art classrooms." The review explores the articles' findings, compares their strengths and weaknesses, and discusses implications for future teaching practices. The first article examines the challenges of teaching and learning in poverty-stricken areas, highlighting the work of frontline workers. The second article focuses on literacy, empowerment, and the need to understand literacy in a wider cultural context. The third article addresses poverty and homelessness in North American schools and the importance of educators' understanding of these issues. The review finds that the articles have a well-organized flow of ideas. The review also points out that some issues are not very clear in the second article. Implications for future teaching practice include using children's literature to address homelessness, avoiding identifying students as homeless, and de-stigmatizing homelessness. The review concludes that addressing poverty and homelessness in schools is complex and requires collaboration among stakeholders.

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Literature Review
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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

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but rather a failure that has been brought about by the nature of the societies in which these
individuals co-exist (Haberman, 2010).
Statistics indicate that so many children live in poverty both in the United States and in Canada.
In Canada alone, recent studies indicate that about 1.3 million children live in poverty while in
the United States there about 1.5 million children who live in absolute poverty. In addition to
this, it is as well equally important to note that actual estimates of people who experience
homelessness will tend to vary depending on how it is defined and the methodology used. This
becomes even more complex especially when it comes to determining the number of children in
schools who experience homelessness (Hill, 2012).
Based on this article, education alone cannot be in a position to solve certain social problems
such as the issue of poverty and that of homelessness. This is so because homelessness and
poverty in children are brought about by so many factors. Some of the causes of homelessness
and poverty among children are the issue of the increase in structural inequalities that results
from the poor social economic system at work in most parts of North America. Some of these
issues are also brought about by the fact that most of the children that attend such schools which
are poor in terms of resources and infrastructure are homeless and poor and are actually located
in areas where poverty is at a very high level (Lyon-Callo, 2012). This should, however, not be
the case. This is so because based on this argument, poverty, and homelessness has been
described in terms of family as well as individual deficits.
2. Comparison and evaluation of strengths and limitations of the three pieces of
literature
Strengths

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One of the common strengths that have been noticed in all these three articles is the chronology
and the flow of ideas. In all these articles there flow of ideas is well organized and it follows a
sequence which can be tracked, this has made all these articles easy to understand. For instance,
the article on Poverty, place, and pedagogy in education: research stories from front-line
workers, this article defines what 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). In so doing, it has presented so much evidence regarding the issue and
also the ideas therein have been properly arranged. This is so because of the study that has been
presented in the article regarding some of the schools that have been located in areas which are
poverty stricken. The results obtained from this study were quite conclusive and formed a very
important basis in this article (Paris, 2012).
In addition to this, the article on “Addressing Homelessness in our schools and language art
classrooms: Theresa Rodgers and Rowan Shafer” has also a flow of ideas which are well
arranged. This article addressed the issue of poverty and homelessness among school children.
The arguments presented in this article are quite clear and have also been presented in a very
clear and concise manner (Reis et al, 2011).
In the article ‘Literacies in challenges contexts, Katina Zammit and Jon Callow’, the ideas are
also well arranged and the chronology of events presented therein is very clear and concise.
Weaknesses
In regard to weaknesses that surrounds these three pieces of literature, there are certain issues
that have been presented in the article “Literacies in challenges contexts, Katina Zammit and Jon
Callow" that are not clear. For instance, the issue of literacy that has been presented in this piece

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of literature has not been supported by tangible evidence. This is so because the author was so
scrappy in terms of bringing out his ideas. The ideas are not well arranged and are not concrete
in terms of bringing out the issue of literacy as what was aimed by the author in this piece of
literature (Rychly & Graves, 2012).
3. Implications - for future teaching practice (teaching strategies, communication with
students, connection with families, etc)
Based on the nature of the three pieces of literature that have been presented, there are certain
issues that are evident that have implications for future teaching practice (in regard to teaching
strategies, communication with children and a connection with families).
Based on the three pieces of literature, the aspect of children's literature regarding the issue of
homelessness or with individuals who experience homelessness, in general, has an ability to
provide teachers and/or educators with a very unique opportunity to address this issues to all
students. Basically, literature has a very crucial role to play in a child's (especially a student) life.
This is in regard to having an experience from their own lives and that of others as it would play
a very essential role in helping them evade some temporary hardships that they are likely to
experience in their lives (Rogers & Shafer, 2018).
Teachers and educators should also be cautious and therefore take deliberate actions that are
aimed towards not including or identifying students as homeless in their classes. This should be
avoided because most of the students that are actually homeless often prefer that this issue is kept
private. It should, therefore, be made sure that this issue is not made a conversation that is meant
to enhance and/or enrich other students understanding on the matter. The effort here should be
steered towards de-stigmatizing homelessness amongst these homeless children (Thadani, 2010).

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Conclusion
The three pieces of literature that have been presented are so dynamic in nature, this has been
attributed to the fact that they explicitly exhaust the issues that they address. In general,
addressing the issue of poverty and homelessness in schools is quite a complex issue (Wilson,
2011). As mentioned earlier, this is so because of the difficulty in the aspect of singling out and
identifying the students that actually experience homelessness and poverty in the first place. It
should also be made a priority that in the case where such research needs to be carried out, then it
is important that it includes various stakeholders such as teachers, policy workers, school leaders
and young people among others.

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References
Battey, D. (2013). “Good” mathematics teaching for students of color and those in poverty: the
importance of relational interactions within instruction. Educational Studies in
mathematics, 82(1), 125-144.
Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: a framework of student
engagement for students from low socio-economic backgrounds with implications for
technology and literacy practices. Pedagogies: An International Journal, 10(4), 349-371.
Campbell, P. F., Nishio, M., Smith, T. M., Clark, L. M., Conant, D. L., Rust, A. H., ... & Choi,
Y. (2014). The relationship between teachers' mathematical content and pedagogical
knowledge, teachers' perceptions, and student achievement. Journal for Research in
Mathematics Education, 45(4), 419-459.
Comber, B. (2016). Poverty, place and pedagogy in education: Research stories from front-line
workers. The Australian Educational Researcher, 43(4), 393-417.
Fantuzzo, J. W., LeBoeuf, W. A., Chen, C. C., Rouse, H. L., & Culhane, D. P. (2012). The
unique and combined effects of homelessness and school mobility on the educational
outcomes of young children. Educational Researcher, 41(9), 393-402.
Haberman, M. (2010). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 92(2),
81-87.
Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Heistad, D., Chan, C. K., Hinz, E., & Masten, A. S.
(2012). Early reading skills and academic achievement trajectories of students facing

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poverty, homelessness, and high residential mobility. Educational Researcher, 41(9),
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Hill, K. D. (2012). Cultivating pre-service teachers towards culturally relevant literacy
practices. Issues in teacher education, 21(2), 43.
Lyon-Callo, V. (2012). Homelessness or the Violence of Poverty and Exploitation: Does It
Matter?. Rethinking Marxism, 24(2), 215-220.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and
practice. Educational researcher, 41(3), 93-97.
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects
of differentiated instruction and enrichment pedagogy on reading achievement in five
elementary schools. American Educational Research Journal, 48(2), 462-501.
Rogers, T., & Shafer, R. (2018). Addressing Homelessness in Our Schools and Language Arts
Classrooms. Language Arts, 96(2), 102-112.
Rychly, L., & Graves, E. (2012). Teacher characteristics for culturally responsive
pedagogy. Multicultural Perspectives, 14(1), 44-49.
Thadani, V., Cook, M. S., Griffis, K., Wise, J. A., & Blakey, A. (2010). The possibilities and
limitations of curriculum-based science inquiry interventions for challenging the
“pedagogy of poverty”. Equity & Excellence in Education, 43(1), 21-37.
Wilson, R. (2014). Student absences and student abscesses: Impediments to quality teaching. The
Urban Review, 46(5), 831-845.

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Zammit, K., & Callow, J. (2013). Literacies in challenging contexts. In Exemplary Teachers of
Students in Povert, 4(99), (pp25-138), 67