Ruby Payne and her book, A Framework for Understanding Poverty are standard fare in multicultural education classes, school staff development workshops, and the general educational milieu. But an analysis of her work, particularly from an equity and social justice perspective, reveals a steady stream of assumptions, stereotypes, and misperceptions which may actually contribute to classist policy and practice instead of creating an equitable learning environment for students in poverty. The purpose of this essay is to uncover these assumptions, stereotypes, and misperceptions by exploring three themes in Payne’s work: (1) a failure to consider systemic class inequities in schools, (2) a reliance on the cultural deficit perspective; and (3) fundamentally conservative underlying values.
To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
Cite This Article as: Teachers College Record, Date Published: February 09, 2006 http://www.tcrecord.org ID Number: 12322, Date Accessed: 9/28/2016 11:14:42 PM
Paul Gorski Hamline University E-mail Author PAUL GORSKI is an assistant professor in the Graduate School of Education at Hamline University. He is an active consultant, conducting workshops and guidance to schools and educational organizations committed to equity and diversity. Gorski is actively involved in the National Association for Multicultural Education (NAME), serving on its board of directors.