Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia
In contrast to the common deficit approach, this self-study explores the relationship between the funds of knowledge possessed by people of poverty and their development of professional identity in academia. All three authors have moved beyond conditions of financial poverty, but all find that the m...
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| Veröffentlicht in: | Studying teacher education 2011-11, Vol.7 (3), p.299-314 |
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| container_title | Studying teacher education |
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| creator | Cutri, Ramona Maile Manning, Jill Michelle Chun, Marc |
| description | In contrast to the common deficit approach, this self-study explores the relationship between the funds of knowledge possessed by people of poverty and their development of professional identity in academia. All three authors have moved beyond conditions of financial poverty, but all find that the mental conditions of poverty persist. We conclude that select skills and dispositions developed in conditions of material poverty helped us to navigate graduate school and continue to productively inform, yet complicate, the development of our professional academic identities. We tease apart the myth of meritocracy and identify the value of transferable funds of knowledge developed in poverty. We document how our own practices have changed as a result of recognizing our funds of knowledge developed in poverty. |
| doi_str_mv | 10.1080/17425964.2011.617137 |
| format | Article |
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| language | eng |
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| source | EBSCOhost Education Source |
| subjects | College Faculty Doctoral Degrees funds of knowledge Graduate studies Graduate Study Identity Individual Characteristics Knowledge Knowledge Level Misconceptions Money Management Poverty Professional Development professional identity Self Concept Self Control Self Motivation self-regulation Transfer of Training Work Ethic Working Class |
| title | Poverty PhDs: Funds of knowledge, poverty, and professional identity in academia |
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