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in her work, payne offers no guidance for educators in identifying and addressing the root causes of poverty, such as inadequate health care, poverty-level wages, and homelessness. in fact, she offers no guidance for how to think about how to change a system that has failed students for generations. tts work is premised on a view of the world in which the most powerful and influential people are at the top of the power pyramid, with little to no acknowledgement of the realities of power dynamics in a diverse society.
while we cannot completely ignore individual and family circumstances, some critics argue that the work of aha! process doesnt make enough room for structural factors like racism and economic inequality. similarly, some of the critics that we spoke with argued that paynes framework doesnt give enough attention to systemic issues like poverty and income inequality. as taylor notes in her interview with us, the current evidence base for the psm, as provided in the reports and as reviewed here, simply cannot support confident causal claims about its effectiveness.
research has found that many children in poor families live in unstable homes. and payne acknowledges this in her book. she writes: ill tell you right up front that poverty can be defined as a condition in which a child exists in a household with a family income below a certain level. but poverty, by itself, isnt a cause of any problems or any sort of negative outcome for the children. ill explain why that is.
what if the goal of this book is to teach children with autism how to communicate with caregivers? if you ask the question that way, its simple enough to imagine how the book could be structured. in the first section, the student learns about autism. in the next section, the student practices her new skills. as readers, we might be skeptical of the usefulness of this approach, and rightly so. this is an example of an extreme example of a book that, at a glance, doesnt seem to do much. but paynes framework guides teachers to find the most appropriate example and present it in the most effective way.
when teachers blame students for not learning, they reinforce the impression that students are not capable of making their own choices. the ideology of neoliberalism has been instrumental in creating the notion that most of our social problems are not the result of individual choices but instead of the lack of government programs or the failure of businesses to provide the economic incentives to create good jobs. if students are poor, it is because there is no government assistance to help them and so they fail. if they fail, it must be their own fault. paynes framework reproduces this way of thinking by offering a pedagogical framework that teaches teachers to accept students as they are, without the benefit of programs and services that might help them learn. if students are poor, it is because they are lazy, because the schools are failing them, because their families have failed them, because there is no public assistance for them.
tts work has focused on addressing poverty and inequality in ways that are radically different from what is offered by payne. paynes framework, in contrast, obscures the role that school policy plays in creating poverty and instead relies on the power of teachers to offer curriculum that will help children in poverty exit poverty. it suggests that if we teach students the value of hard work and the strengths they have, those students will be better able to escape poverty. but the research about how the work-training-wage cycle perpetuates poverty makes clear that this approach will not work for many of the students who are at the center of paynes framework.
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