Educational poverty

Abstract

The article addresses the issue of educational poverty in minors, clarifying the complex relationship with economic poverty, which is neither a necessary nor sufficient cause. In fact, various risk factors come into play which concern both the subjective conditions of the minor (e.g. conditions of sensory, motor or cognitive disability) and contextual conditions (such as, for example, belonging to a family in which the parents have a low level of education, or are of foreign origin). The conclusions recommend the adoption of an intersectional approach in the study of subjective factors and socio-economic cultural context, which influence the development of knowledge and skills of girls and boys, and by limiting their full expression can induce a condition of educational poverty.