The differences between the disadvantaged and
other members of society are such as to suggest that a distinctive sub-culture
of poverty has developed within the dominant culture. In urban slums, for
example, the hard core poor have developed their own self-contained social
system .... Furthermore, such a subculture appears to be self-perpetuating as
it socializes its younger members to its own ranks 42
Under education is seen as playing the key role in the self-perpetuation of
this "culture," or "subculture." In the view of adherents
of the liberal perspective, the poverty culture is characterized by, among
other things, material deprivation, an impoverishment of language and
experience, a "live for today" attitude and a lack of concern about
education.43 All of
these factors are seen as contributing to serious learning handicaps among
children from impoverished families, many of whom fail to develop crucial
academic skills in the elementary grades--particularly literacy skills. Later,
as undereducated adults, many fail to secure adequate employment, and in this
way, continue the poverty culture into a new generation. This is termed the
"vicious circle" of poverty, and lack of basic education is seen as
the primary element. For example, in a 1972 article on adult basic education in
Canada, Anderson and Davison state:
it is clear that the undereducated adult differs from the
general population with respect to education, income, employment, occupation,
family size, health, and residence .... Today it is well known that the(se)
socio-economic factors ... and the attitudes they engender, have created unique
sub-cultures with characteristics quite distinct from those of the dominant
middle class society .... Here, education is the crucial variable. To a great
extent, it determines occupation, which in turn determines income, and all of
these are related to family size, health, and residence .... 44
Similarly, in discussing the origin of concern about illiteracy in the
decade of the 1960's in Canada, Professor Alan Thomas of the Ontario Institute
for Studies in Education states:
the "Multiple-Problem Family Studies" begun in the
United States and repeated in at least two Canadian cities revealed... (that)
poverty was not a one-generation misfortune alleviated by social assistance and
eliminated in the next generation by public education. For one third of the
population it was a permanent state perpetuated over many generations. Poverty
became a principal item on the national agenda and the, lack of education, of
basic literacy, was quickly seen as an associated if not the prime factor.45
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