Abstract
A comprehensive approach to the study of family poverty addresses the overlap between narratives, social context, and history. Perspectives on lived experiences of poverty within social institutions emerge from constructivist, ecological, and life course theoretical frameworks are shared. In this article, consideration is given to teaching about the changing nature of family poverty by examining lives in social systems over time. Three strategies are helpful for instruction in family poverty. These strategies involve asking students to reflect on meaning making for families in poverty; to explore poor families' daily interactions with social institutions; and to examine dynamic historical experiences of these families. With this informed and imaginative work, students can become engaged and develop insight into the lived experiences of low-income families.
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