ABSTRACT
Created by Save the Children Italia in 2014, and later introduced internationally by the same organisation, the term ’educational poverty’ has been employed to promote prevention projects and enforcement actions against non-material child poverty. The aim of this chapter is to retrace the syntagma’s origins and development and to discuss critically its pedagogical meaning. Though originated in the fields of economy and social sciences, this idea in fact refers to dimensions that are uniquely relevant to the world of education. Some issues are outlined to define the spectrum of different ‘educational poverties’ and possible ways of preventing and countering them.
