24 Jun The primary goal of this weekly assignment is to enable you to understand the revision process and revise your paper with the help of a writing specialist. Prepare: Step 1
Purpose: The primary goal of this weekly assignment is to enable you to understand the revision process and revise your paper with the help of a writing specialist.
Step 1: Prepare a shortened version of your Final Paper (at least 3 pages) by including the following:
- Introduction paragraph and thesis statement you developed for your Week 3 Assignment.
- Background information of the global societal issue you have chosen.
- Brief argument supporting at least two solutions to the global societal issue.
- Conclusion paragraph.
- Must document any information used from at least five scholarly sources in APA style as outlined in the University of Arizona Global Campus Writing Center’s Citing Within Your Paper (Links to an external site.) Note that you will need at least eight scholarly sources for your Final Paper in Week 5.
Step 2: After you have completed a rough draft of your paper, submit that draft to the University of Arizona Global Campus Writing Center by using the instructions found in the Paper Review (Links to an external site.) page. Your paper will be returned within 24 hours, so give yourself enough time to complete and submit it prior to the due date.
Reflect: Carefully review the summary feedback found in the email from the tutor and the margin comments that you see on your returned paper. Consider each of the suggestions provided to help you to revise your paper.
Poverty and Inequality the Effects on Education
Instructor: Genevieve Minter
June 19, 2022
Poverty and Inequality the Effects on Education
Poverty and inequality contribute to imbalances in the social development of a society. Significantly, poverty and inequality affect the education standards of people within a specific society. Poverty may lead to truancy among students going to school because they divert their attention to other non-academic issues to fend for a livelihood themselves. Moreover, poverty will lead to many households being unable to support their children's education expenses, which reduces their chances of acquiring education qualifications. The prominence of poverty in society reduced the nutritional opportunities for people in a community to feed their children with healthy foodstuff that will ensure they have enhanced brain development for easy literacy acquisition. Further, inequality contributes to low literacy levels in society and lack of education because of unequal education resources, which reduces accessibility to learning opportunities. Therefore, poverty and inequality should be considered socio-economic issues that need to be remedied to ensure their effects on education are reduced to increase the literacy and knowledge level of the global population.
Brown, P., & James, D. (2020). Educational expansion, poverty reduction and social mobility: Reframing the debate. International Journal of Educational Research, 100, 101537. Retrieved from: https://orca.cardiff.ac.uk/129593/1/Brown_Educational%20Expansion%2C%20Poverty%20Reduction%20and%20Social%20Mobility.pdf
According to Brown and James (2020), educational expansion is subject to poverty reduction and social mobility that would ensure inequalities among people. Thus, inequality increases the unequal distribution of resources and services across various sectors of the economy, including the education sector. The article by Brown and James (2020) contributes to the solution of the global societal issue by addressing the issue of poverty and inequality as socio-economic issues that need to be addressed to ensure education expansion takes place within societies. Thereby, with increased literacy and knowledge, most people in the world will have the potential to be economically viable to ensure the issue of inequality. For instance, wealth, political, income and health inequalities and poverty are remedied by people empowered to increase the utility of their lives. Moreover, the article's purpose is to offer the arguments people have had regarding the impact of poverty and inequality on the quality of education that people receive and its accessibility. The authors use evidence from both developing and developed economies to generate the debate on the quality of education offered in both regions. The authors found that developed economies have a more advanced education system and expansion measures that ensure they can deal with tie social issues such as inequalities and poverty, which is the opposite of what is happening within developing economies with high rates of poverty and inequalities. Therefore, the article is critical in supporting the topic since it uses education disparities within developed and developing nations to compare educational expansion subject to the issues of poverty and inequalities within the regions.
Gyoh, S. (2018). Reframing the Global Poverty and Inequality Narrative in Development Education through the Lens of Intersectionality. International Journal of Development Education and Global Learning, 10(2), 177-189. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1199501.pdf
Gyoh (2018) postulates that issues of inequality and poverty are contributed by the intersectionality of the society, which impacts the development of education systems globally. Global poverty and inequality impact the development of education, which translates to reduced literacy among humanity and knowledge necessary for ensuring people can employ resources prudently to deal with socio-economic issues. Global intersectionality, for instance, class, race, and gender, have created interdependent and overlapping systems that contribute to discrimination and disadvantaging various groups of people in global societies. The discrimination and disadvantages that the people face are the issues that lead people to experience poverty and inequalities. The social groupings allow people to view themselves through the lenses of being better and deserving than others, reducing the utilitarian effect that people should have while exploiting the resources available in society. To increase literacy levels globally and educational access, people, need to remedy the intersectionality issues that contribute to inequalities and poverty. Therefore, the article is vital in demonstrating the global intersectionality issues that contribute to poverty and inequalities that hinder educational access and development, which will help in contributing to the topic of the work.
Serneels, P., & Dercon, S. (2021). Aspirations, poverty, and education. Evidence from India. The Journal of Development Studies, 57(1), 163-183. Retrieved from: https://www.econstor.eu/bitstream/10419/227224/1/dp13697.pdf
Serneels and Dercon (2021) state that poverty is a social issue that hinders people from access to education globally. According to the authors, poverty reduces the ability of people in society to be able to afford to offer their dependents the education that they aspire to achieve. Moreover, the lack of proper household sustainability due to poverty makes the people unable to contribute to education development that would allow them to increase their literacy levels. Thereby, the author uses India as a global case study to investigate the relationship between human aspirations for better livelihood and poverty and their connection to education. It is of the people within the Indian societies acquire to increase their literacy levels and to be able to deal with the socio-economic issues that impact them. The study finds that India still experiences inequalities that prevent the equal distribution of resources within the nation that will enable people to have fair access to educational resources. Moreover, poverty reduces the per capita ability of people to fund education and its determinants to increase literacy within the nation. Hence, using India as a case study, the article will be critical in highlighting the factors contributing to inequalities and poverty in developed economies and their effects on the quality of education within the regions.
Silva-Laya, M., D'Angelo, N., García, E., Zúñiga, L., & Fernández, T. (2020). Urban poverty and education. A systematic literature reviews. Educational Research Review, 29, 100280. Retrieved from: https://www.sciencedirect.com/science/article/abs/pii/S1747938X18305876
Silva-Laya et al. (2020) postulate that urban poverty contributes to a lack of education access within the regions since people prioritize other issues to stabilize their livelihood instead of education. People experiencing poverty in urban set up prioritize food and how they can pay for their rent to stabilize their households. Hence, these people lack resources that would ensure they support their dependents to have access to quality education that would improve their livelihood and social welfare. Moreover, inequalities within urban setup where the rich can enroll their children within Ivy league schools while the poor cannot meet their children's education threshold continue to increase the prevalence of the situation globally and especially in developing economies. Thereby, the authors undertake systematic literature reviews that explain the problem of urban poverty and its eventual effect on the quality of education within the regions globally that will help elaborate on the topic, Poverty and Inequality the Effects on Education.
Tchamyou, V. S. (2020). Education, lifelong learning, inequality and financial access: Evidence from African countries. Contemporary Social Science, 15(1), 7-25. Retrieved from: https://www.econstor.eu/bitstream/10419/191326/1/agdi-wp-18-003.pdf
Tchamyou (2020) assess the African region's ability to access education regardless of poverty and inequality issues experienced within the continent. The author finds that in Africa, education, inequality, financial access and lifelong learning are social issues that the people within the region need to deal with to ensure they address the issues of education development, its accessibility and literacy within the continent. However, from the evidence that the author obtains from 28 African nations, he finds out that the nations experience a high rate of poverty and inequality based on World Bank data which affects the quality of education within the regions. The nations experience unequal distribution of resources that can be used for educational development and access to it and poverty that hinders various people from being able to attend school. Thereby, the article will be significant in addressing ways in which African nations remedy the issues of inequality and poverty to increase education access within the societies.