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* Re: Teachers need tools not reasons
|Posted By: Paul Gorski on July 19, 2006|
Thanks for your response.
But to clarify, my article was a critical examination of Payne's work. You're welcome to read much of my other work which relates more to tools and solutions, but still, unlike Payne's work, does so in a context of deep understanding about the inequities that exist.
You also might be starting with the assumption that the fact that somebody offers tools means that they are necessarily good tools and not oppressive ones. There are many sources for good tools that are grounded in actual data and research and that take a critical stand against poverty and classism. Poverty and Schooling in the US by Sue Books (published by Lawrence Erlbaum and Associates) comes to mind.
Finally, I'm not critiquing Ruby Payne for not solving the problem of poverty. I'm critiquing Payne's framework for the ways I believe it contributes to classism. One of those ways is by failing even to acknowledge that classism exists and, instead, relying on deficit theory to locate the problem of achievement gaps, etc., on a supposed "mindset" or "culture" of poverty that, according to the research, doesn't even exist.
I agree, it's going to take the work of many. But a substantial part of that work must be about identifying ways to move the dialogue forward and toward equity and justice and raising concerns about the models and frameworks that contribute the problems they purport to address. This is especially true now as the Heritage Foundation and other groups are trying to frame work that is hostile toward equity and justice concerns AS educational equity.