Following the 2010 earthquake catastrophe, this book examines the economic and political challenges facing Haiti. It presents an overview of the country's economic history, and seeks new prospects for economic growth and development in the future.

The researchers who have written this volume are clear not only that mass poverty is still the leading humanitarian crisis in developing countries, but that, if effective policies are to be put in place, the national elites who control governments and economies need to be convinced of both the reasons why reducing poverty is in their own and the national interest, and that public action can make a difference. Remarkably, in the rapidly growing literature on poverty, this volume is the first to use survey techniques to explore Third World elites' attitudes to poverty. Five cases - intended to be broadly representative of the diversity of situations in developing countries - were chosen: Brazil, South Africa, the Philippines, Bangladesh and Haiti. While the authors found major differences in how national elites understand and represent poverty, the classic threats that induced elites in late 19th Century Europe to be concerned with reducing poverty - the fear of crime, epidemics, military weakness or political unrest - do not feature prominently in the consciousness of most Third World elites. Nor do most of them believe that there is a viable solution to poverty through public action. The findings in this book throw light on one reason for the relative ineffectiveness of poverty reduction strategies hitherto, and the huge importance of presenting the problem of poverty in ways that fit more closely with the ways in which national elites understand their world.

Improvements in social indicators have been substantial over the past 25 years, but they have not been the same for those at the top and bottom of the distribution. In fact, the social indicators for those at the bottom have worsened, in some cases, substantially. This annual publication reports on World Bank activities in fiscal year 1999 and provides an overview of what the Bank is doing to help countries face the challenge of reducing poverty. It also looks at the future of Bank assistance at the national, global and community levels. Action on these three fronts represents the beginnings of a new strategic direction, to be formulated in an implementation note after discussion of the 'World Development Report 2000/2001' on poverty is complete. This new strategic direction includes a major program of knowledge-sharing dissemination, training, and informed debate, centered around the 'World Development Report' and the 'Poverty Reduction Strategy Sourcebook'.

Stock market euphoria and blind faith in the post cold war economy have driven the topic of poverty from popular and scholarly discussion in the United States. At the same time the gap between the rich and poor has never been wider. The New Poverty Studies critically examines the new war against the poor that has accompanied the rise of the New Economy in the past two decades, and details the myriad ways poor people have struggled against it. The essays collected here explore how global, national, and local structures of power produce poverty and affect the material well-being, social relations and politicization of the poor. In updating the 1960s encounter between ethnography and U.S. poverty, The New Poverty Studies highlights the ways poverty is constructed across multiple scales and multiple axes of difference. Questioning the common wisdom that poverty persists because of the pathology, social isolation and welfare state "dependency" of the poor, the contributors to The New Poverty Studies point instead to economic restructuring and neoliberal policy "reforms" which have caused increased social inequality and economic polarization in the U.S. Contributors include: Georges Fouron, Donna Goldstein, Judith Goode, Susan B. Hyatt, Catherine Kingfisher, Peter Kwong, Vin Lyon-Callo, Jeff Maskovsky, Sandi Morgen, Leith Mullings, Frances Fox Piven, Matthew Rubin, Nina Glick Schiller, Carol Stack, Jill Weigt, Eve Weinbaum, Brett Williams, and Patricia Zavella. "These contributions provide a dynamic understanding of poverty and immiseration" —North American Dialogue, Vol. 4, No. 1, Nov. 2001

Haiti is a Caribbean country located on the western portion of the island of Hispaniola, which it shares with the neighboring Dominican Republic. The country was colonized by the French in the 17th century and became an independent nation in 1804, making it the first black-led republic in the world. Haiti has a rich cultural heritage with a blend of African, French, and Creole influence reflected in its art, music, and cuisine. Haiti is one of the poorest countries in the Western Hemisphere with a high level of poverty and a challenging economic situation. The country has been plagued by political instability, corruption, and natural disasters, including the 2010 earthquake that left over 200,000 people dead and caused significant damage throughout the country. Despite these challenges, Haiti has a resilient and vibrant population that has produced notable figures in literature, art, and politics, and continues to work towards overcoming the difficulties it faces.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the 21st century. The series draws on the research and innovative practices of investigators, academics, and community organizers around the globe that have contributed to the evidence base for developing sound educational policies, practices, and programs that optimize all students' potential. Each volume includes multidisciplinary theory, research, and practices that provide an enriched understanding of the drivers of human potential via education to assist others in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. Chapters in this volume are drawn from a wide range of countries including: Australia, Brazil, Canada, China, Finland, Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia, Tanzania, Ukraine, and The United States all addressing issues of educational inequity, economic constraint, class bias and the links between education, poverty and social status. The individual chapters provide examples of theory, research, and practice that collectively present a lively, informative, cross-perspective, international conversation highlighting the significant gross economic and social injustices that abound in a wide variety of educational contexts around the world while spotlighting important, inspirational, and innovative remedies. Taken together, the chapters advance our understanding of best practices in the education of economically disadvantaged and socially marginalized populations while collectively rejecting institutional policies and traditional practices that reinforce the roots of economic and social discrimination. Chapter authors, utilize a range of methodologies including empirical research, historical reviews, case studies and personal reflections to demonstrate that poverty and class status are sociopolitical conditions, rather than individual identities. In addition, that education is an absolute human right and a powerful mechanism to promote individual, national, and international upward social and economic mobility, national stability and citizen wellbeing.

Child poverty is a central and present part of global life, with hundreds of millions of children around the world enduring tremendous suffering and deprivation of their most basic needs. Despite its long history, research on poverty and development has only relatively recently examined the issue of child poverty as a distinct topic of concern. This book brings together theoretical, methodological and policy-relevant contributions by leading researchers on international child poverty. With a preface from Sir Richard Jolly, Former Assistant Secretary General of the United Nations, it examines how child poverty and well-being are now conceptualized, defined and measured, and presents regional and national level portraits of child poverty around the world, in rich, middle income and poor countries. The book's ultimate objective is to promote and influence policy, action and the research agenda to address one of the world's great ongoing tragedies: child poverty, marginalization and inequality.

Poverty is more than just lack of income, it is deprivation from basic capabilities, rights, and freedoms that provide individuals the necessary choices and opportunities they need to lead a life they value. The Encyclopedia of World Poverty provides extensive and current information, as well as insight into the contemporary debate on poverty. The three volumes of this state-of-the-art Encyclopedia contain over 800 original articles written by more than 125 renowned scholars. The entries contributing to this work explore poverty in various regions of the world, and examine the difficulties associated with the definition and measurement of poverty, along with its causes and effects. Key Features Examines the geographic, political, social, cultural, and other economic characteristics of 191 countries and provides current vital statistics on poverty such as the mortality, disease, literacy, and illiteracy rate for each country Addresses the various definitions and measurement techniques of poverty and includes each country′s ranking according to the Human Development Index and the Human Poverty Index, whenever available Looks at potential causes of poverty, ranging from discrimination to climate factors such as drought and famine, as well as the potential effects of poverty including vulnerability, insecurity, powerlessness, social exclusion and disqualification, and stigmatization Acknowledges the importance of various associations combating poverty such as Civil Society Organizations, Secular Charities, Religious Charities, and Non-Governmental Organizations The Encyclopedia of World Poverty is an authoritative and rigorous source on poverty and related issues, making it a must-have reference for all academic libraries.

Through a rich mix of essays, memoirs, and poetry, the contributors to The Poverty and Education Reader bring to the fore the schooling experiences of poor and working class students, highlighting the resiliency, creativity, and educational aspirations of low-income families. They showcase proven strategies that imaginative teachers and schools have adopted for closing the opportunity gap, demonstrating how they have succeeded by working in partnership with low-income families, and despite growing class sizes, the imposition of rote pedagogical models, and teach-to-the-test mandates. The contributors—teachers, students, parents, educational activists, and scholars—repudiate the prevalent, but too rarely discussed, deficit views of students and families in poverty. Rather than focusing on how to “fix” poor and working class youth, they challenge us to acknowledge the ways these youth and their families are disenfranchised by educational policies and practices that deny them the opportunities enjoyed by their wealthier peers. Just as importantly, they offer effective school and classroom strategies to mitigate the effects of educational inequality on students in poverty. Rejecting the simplistic notion that a single program, policy, or pedagogy can undo social or educational inequalities, this Reader inspires and equips educators to challenge the disparities to which underserved communities are subjected. It is a positive resource for students of education and for teachers, principals, social workers, community organizers, and policy makers who want to make the promise of educational equality a reality.

Worldwide child and youth poverty remain the biggest barrier to achieving a better life in adulthood. Progress in lifting children out of poverty in the last decades has been slow and limited in the developing world, while the recent global economic crisis has exacerbated child poverty, youth unemployment, and social exclusion in many developed countries. This book critically examines the long-term consequences of growing up poor, the close linkages between deprivation and human rights violations in childhood and adolescence, and their effects on labor market entry and future career in a number of developing and developed countries. Drawing on multiple disciplinary perspectives, it makes a forceful case for the eradication of child poverty to take center stage in the Sustainable Development Goals.