Jump to ContentJump to Main Navigation
Transforming Ourselves, Transforming the WorldJustice in Jesuit Higher Education$
Users without a subscription are not able to see the full content.

Mary Beth Combs and Patricia Ruggiano Schmidt

Print publication date: 2013

Print ISBN-13: 9780823254309

Published to Fordham Scholarship Online: May 2014

DOI: 10.5422/fordham/9780823254309.001.0001

Show Summary Details
Page of

PRINTED FROM FORDHAM SCHOLARSHIP ONLINE (www.fordham.universitypressscholarship.com). (c) Copyright Fordham University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in FSO for personal use (for details see www.fordham.universitypressscholarship.com/page/privacy-policy).date: 19 December 2018

Teaching Poverty in America through the Arts

Teaching Poverty in America through the Arts

(p.30) 2 Teaching Poverty in America through the Arts
Transforming Ourselves, Transforming the World

Carol E. Kelly

Fordham University Press

Engaging students who have come from a moderate income household on a level that is commensurate with that espoused by Fr. Kolvenbach’s 2000 Santa Clara speech is a challenging undertaking. This paper addresses some of the challenges directly and explores the way in which the arts can be used to meet those challenges. Most specifically, the paper is concerned with the manner in which collectively held paradigms relative to the poor influence student learning and development, and the ways in which an interdisciplinary curriculum, relying heavily on the arts, can be used to create a learning experience that is potentially transformative. Here the arts are used not as a compliment to the curriculum, but as a central component of a curriculum that includes sociology, economics, and philosophy in order to examine a subject that is often taught through the lens of only one of these disciplines at a time. Instructors are encouraged to follow in the footsteps of Ignatius who was an experimenter with “curricula, methods, and procedures,” because, for some instructors, this type of methodology may seem experimental.

Keywords:   Curriculum, Learning, Sociology, Economics, Philosophy

Fordham Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .