Poverty PhDs: Funds of Knowledge, Poverty, and Professional Identity in Academia

Autor/inn/en	Cutri, Ramona Maile; Manning, Jill Michelle; Chun, Marc
Titel	Poverty PhDs: Funds of Knowledge, Poverty, and Professional Identity in Academia
Quelle	In: Studying Teacher Education, 7 (2011) 3, S.299-314 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Poverty; Doctoral Degrees; Self Concept; Graduate Study; Professional Development; Misconceptions; Knowledge Level; Transfer of Training; Self Motivation; Self Control; Work Ethic; Personal Narratives; Working Class; College Faculty; Individual Characteristics; Money Management + Suchen Sie Ihr Suchwort? Armut; Doctoral degree; Doktorgrad; Selbstkonzept; Aufbaustudium; Graduiertenstudium; Hauptstudium; Missverständnis; Wissensbasis; Training; Transfer; Ausbildung; Selbstbeherrschung; Arbeitsethos; Erlebniserzählung; Arbeiterklasse; Fakultät; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10