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Transforming Ourselves, Transforming the WorldJustice in Jesuit Higher Education$
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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

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Teaching Poverty in America through the Arts

Teaching Poverty in America through the Arts

Chapter:
(p.30) 2 Teaching Poverty in America through the Arts
Source:
Transforming Ourselves, Transforming the World
Author(s):

Carol E. Kelly

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823254309.003.0004

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

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