20. A Discomforting Pedagogy of Poverty: Discourses, Representations and Vulnerabilities

<p>Hutton, M., &amp; Heath, T. (2025). A Discomforting Pedagogy of Poverty: Discourses, Representations and Vulnerabilities. <em>Sociology</em>. https://doi.org/10.1177/00380385251380772</p><p><br></p><p>This article proposes a “pedagogy of discomfort” for teaching about poverty, aiming to challenge normalized views and stigmatizing assumptions. The authors argue that poverty is a form of “difficult sociological knowledge” that requires students and educators to move beyond their comfort zones and critically examine how systems of meaning sustain inequality.</p><p>The framework is structured around three analytical tools. First, <strong>discourses</strong> encourage students to identify and question dominant narratives that frame poverty as an individual failure, revealing embedded prejudices and emotional biases. Second, <strong>representations</strong> focus on critically analyzing media and cultural portrayals that reinforce stereotypes, prompting students to recognize their own complicity in these narratives. Third, <strong>vulnerabilities</strong> connect learners with lived experiences through real-world cases and community voices, reducing “othering” and fostering a sense of shared human vulnerability.</p><p>The authors conclude that sustaining discomfort within a supportive environment promotes deeper critical reflection, challenging individualistic perspectives and enabling students to engage more meaningfully with structural inequalities.</p>