Abstract
Starting from a multidimensional approach to the concept of educational poverty, the objective of this contribution is to offer an overview of the effects of the COVID-19 pandemic emergency on poverty levels in Italy. It is based on the analysis of data linked to economic poverty in the Italian context, taking into account social, educational, cultural, educational and extra-scholastic factors in an attempt to initiate as complete an analysis as possible of the phenomenon and its transformations as a result of the health emergency.
Highlights
Starting from a multidimensional approach to the concept of educational poverty, the objective of this contribution is to offer an overview of the effects of the COVID-19 pandemic emergency on poverty levels in Italy
Absolute poverty, which classifies as absolutely poor those families with a monthly expenditure equal to or below the value of the absolute poverty threshold;
The “Mezzogiorno”, on the other hand, had an opposite dynamic (24.7% in 2017, 22.1% in 2018), with a reduction in the incidence both in the South both in the Islands. These figures showed that more than 4.6 million people in Italy lived below the poverty line and almost 1.7 million families were in absolute poverty with an incidence of 6.4% (7.0% in 2018), for a total number of almost 4.6 million individuals (7.7% of the total, 8.4% in 2018)
Summary
Poverty studies often discourage those who carry them out because of the many difficulties they face when dealing with this phenomenon, both in terms of the strict clarification of the concept and the conditions to which it refers and in terms of its measurability (Nuzzaci et al, 2020). On many sides and from different perspectives, poverty has gradually been studied and specified at different levels to clarify its components and dimensions (Alkire & Foster, 2011a, 2011b, 2016) and refine dimensions (its meanings, in reference to the best known distinction between “relative poverty” and “absolute poverty” and the declination of educational poverty (see Figure 1).
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