What Kind of Problem is “Poverty” for Teachers?:

The Relationship between Teachersʼ Methodologies Regarding the Conception of Poverty and Occupational Norms

Abstract

The purpose of this study is to examine how teachers use the concept of poverty and how their practices are facilitated by occupational norms. Research on poverty and education has revealed the ways in which poor children are excluded from school. Although teachers are expected to recognize poverty, their conception of poverty is unclear. To clarify this issue, data from interviews the author conducted with elementary school teachers were analyzed in this study. The findings of this study are as follows: First, the teachers explained poverty as something “distant,” and avoided using the concept of poverty by dividing it into “poor/difficult” and denying which one. Second, teachers used a conception of poverty that lacks a normative connection to their own practices, “focusing on difficult” as an occupational norm. This supported a conception of poverty that functioned as a “limitation” and “exemption” of teachersʼ practice. Based on the above results, the conclusion of this study is that requiring teachers to understand poverty does not lead to special treatment for children living in poverty, suggesting the need for further elaboration of the relationship between poverty and other conceptions.