The scholar identity among children in poor/minority communities is moderated by self-concepts related to power and perceptions of powerful people about the powerless. Mediated by networks, capital is built and maintained within systems and/or fields of influence. Cultural capital promised by education evolves from social capital when structural holes are filled allowing for progress toward fiscal capital. This theoretical paper proposes an empowerment pedagogy that challenges“poverty pedagogies” in preparing inner-city youth.
Available at: http://works.bepress.com/joy_johnson/2/