Publication Date: December 29, 2017
Series: Multicultural Education Series
This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty.
The Second Edition features two new chapters—“Embracing a Structural View of Poverty and Education: Ditching Deficit Ideology and Quitting Grit” and “Cultivating School Change through Equity Literacy: Commitments and Strategies for School and District Leaders”—plus extensive revisions throughout based on newly available research and lessons from the author’s professional development work. Gorski outlines the dangers of “grit” and deficit perspectives as responses to educational disparities; offers research-informed, on-the-ground strategies for teaching and leading with equity literacy; and provides expanded lists of resources and readings to support transformative equity work in high-poverty and mixed-class schools.
Written in an engaging, conversational style that makes complex concepts accessible, this book will help readers learn how to recognize and respond to even the subtlest inequities in their classrooms, schools, and districts.
Paul C. Gorski is associate professor in the School of Integrative Studies (SIS) at George Mason University and the founder of EdChange (www.EdChange.org).
"A must-read for educators in schools of all kinds. This accessible, highly relevant book empowers teachers with tools they can use today. Read it, talk about it with your friends and colleagues, and use it as a guide for your next project in educational activism! Our students’ school experiences will surely be better for it."
"Provides a good overview of the topic, delivers clear, well-researched information, and helps all educators expand their knowledge of poverty and social class."
"Recommended for any educator or those who support them — superintendent, principal, teacher, teacher candidate, board member — Gorski’s logic is unparalleled"
“(C)ommunication center professionals will find this excellent book a useful resource for beginning conversations about class inequities in their centers and for educating themselves about barriers faced by students in poverty before they reach our institutions.”
—Communication Center Journal
“If you think the educational landscape has improved for students who are experiencing poverty, perhaps you should think again. Reaching and Teaching Students in Poverty helps readers look at current conditions in schools as well as their teaching practices in new ways. Paul Gorski provides practical strategies that teachers, administrators, and other staff have used to immediately improve schools, particularly for the most marginalized students. ”
—Cheryl Robinson, cultural competency coordinator, Alexandria City Public Schools, Virginia
“In praise of Gorski’s original edition, I wrote, 'This is the poverty book I’ve been waiting for.' That is even more true for this Second Edition, where he has moved the entire discussion of poverty and education to a deeper structural level and zeroed in even more clearly on the transformative actions we must take. What I particularly love about this new edition is the way Gorski decisively debunks our most dearly held stereotypes about students and families experiencing poverty, and lays to waste our most cherished notions of how to 'fix' them. His analysis is both refreshingly irreverent and immensely relevant.”
—Gary Howard, founder of the REACH Center, author of We Can't Teach What We Don't Know, Second Edition
"An outstanding book just got better! Reaching and Teaching Students in Poverty lucidly affirms teachers’ power to engage students from high-poverty backgrounds in meaningful and high-quality learning. In this Second Edition, Gorski strengthens his excellent reframing of how poverty can be understood, taking on currently fashionable but damaging notions about roots of poverty and its impact on people. It should be essential reading for all educators. "
—Christine Sleeter, professor emerita, California State University, Monterey Bay, author of Un-Standardizing Curriculum, Second Edition
“Gorski continues to focus on what teachers and other educators can do —despite the growing and relentless inequality in our schools and nation —to ameliorate the effects of poverty on the many families and communities caught in its grip. An eminently readable and practical book that is at the same time strongly conceptual and theoretical, Reaching and Teaching Students in Poverty will be a welcome addition to school, university, and community bookshelves. “
—Sonia Nieto, professor emerita, University of Massachusetts, Amherst
“Paul Gorski seeks a more complex conversation about poverty in education so we can devise solutions that actually support children. He asks great questions about how we might talk about poverty, what we can do in schools to support children and families experiencing it, and what we plan to do about a society that allows poverty for so many. Read this book if you care about addressing this crucial subject."
—Mica Pollock, UC San Diego, author of Schooltalk: Rethinking What We Say About—and To—Students Every Day
"The long trend to defund public education has only accelerated recently, as if schools are not already struggling financially, and as if such cuts don't disproportionately impact the children and communities with the least resources to begin with. Updated to speak forcefully against such misguided trends, Paul Gorski's Second Edition makes vivid and compelling how and why poverty matters, when and where we’ve gone wrong with current reforms, and perhaps most important, what we can do in our schools and classrooms to ensure that every child receives the very best education that our nation has to offer. From one of the smartest scholars on poverty and education comes this engaging, relatable, and thoroughly researched book that every educator and school leader should read."
—Kevin Kumashiro, founder, the Center for Anti-Oppressive Education
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