Educational hardship and Invisible Pover ty: Contemporary cruxes

Abstract

The analyses carried out nationally and internationally on the cognitive domains in literacy, numeracy, and problem-solving of the adult population in Italy provide the pretext for a theoretical investigation on the correlation between educational hardship and invisible poverty. An educational hardship protracted over time deprives people of the possibility of exercising an active presence and participation in life and sociocultural relations. It is in this direction that a transformative policy must operate, capable of reactivating the centrality of people in a reality where new forms of exclusion and poverty are silently spreading.