The Myth Of The Deprived Child: Poor Children's Intellect And Education
Condition: SECONDHAND
This is a secondhand book. The jacket image is a photograph of the exact copy we have in stock. This image shows the condition of this book. Further condition remarks are below.
Condition remarks:
Book: Good
Jacket: No dust jacket
Pages: Good
Condition remarks: Condition as shown in image
At a time when deficit theories dominated educational psychology, Herbert Ginsburg's The Myth of the Deprived Child: Poor Children's Intellect and Education arrived as a bold and necessary corrective, challenging the entrenched assumption that children from low-income backgrounds are cognitively stunted or intellectually inferior. Drawing on rigorous empirical research and detailed observational studies, Ginsburg argues that poor children possess far greater intellectual capabilities than mainstream psychology and educational policy had been willing to acknowledge — capabilities that are systematically overlooked, misunderstood, and suppressed by institutions designed to serve a different demographic. Ginsburg's work sits at a critical intersection of developmental psychology, sociology, and education theory, dissecting the structural biases embedded in IQ testing, school curricula, and pedagogical assumptions. His prose is measured yet incisive, presenting complex psychological arguments with clarity and conviction that speaks equally to academics and practitioners. A work of enduring relevance, it forces educators, policymakers, and parents to confront an uncomfortable question: what if the system itself, not the child, is the problem?
Author: Herbert Ginsburg
Format: Paperback
Genre: Education theory
Condition remarks:
Book: Good
Jacket: No dust jacket
Pages: Good
Condition remarks: Condition as shown in image
At a time when deficit theories dominated educational psychology, Herbert Ginsburg's The Myth of the Deprived Child: Poor Children's Intellect and Education arrived as a bold and necessary corrective, challenging the entrenched assumption that children from low-income backgrounds are cognitively stunted or intellectually inferior. Drawing on rigorous empirical research and detailed observational studies, Ginsburg argues that poor children possess far greater intellectual capabilities than mainstream psychology and educational policy had been willing to acknowledge — capabilities that are systematically overlooked, misunderstood, and suppressed by institutions designed to serve a different demographic. Ginsburg's work sits at a critical intersection of developmental psychology, sociology, and education theory, dissecting the structural biases embedded in IQ testing, school curricula, and pedagogical assumptions. His prose is measured yet incisive, presenting complex psychological arguments with clarity and conviction that speaks equally to academics and practitioners. A work of enduring relevance, it forces educators, policymakers, and parents to confront an uncomfortable question: what if the system itself, not the child, is the problem?