Through a Critical Exploration of the Definitions of Educational Poverty: Limits and Open Questions


Educational poverty is considered a multidimensional concept that goes beyond the mere lack of economic resources, including elements such as access to educational opportunities, the quality of education received and support. However, the lack of a sufficiently shared definition, which can operate as a reference background, has led to a variety of methodological approaches and different analyses of the phenomenon, making it complex, if not impossible, to compare and synthesize emerging evidence. The unresolved issues are numerous, starting from a key to understanding the phenomenon, and concern the assessment of emergencies related to educational poverty in the specific context of the different territorial realities and communities. The paper offers a reflection on the possible interpretations to overcome the current limits of research on the subject, in order to develop a more comprehensive and shared framework of the concept of educational poverty.