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The global problem of child poverty
Graduation Thesis
Presented to
the Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Sae Tsushima
2020
Contents
Chapter 1: Background
1.1 Introduction 1
1.2 What is poverty? 1
1.2.1 Definition of poverty 1
1.2.2 The causes for poverty 2
1.3 The reality of poverty 3
1.3.1 Poverty and education 3
1.3.2 Poverty and labor 4
1.3.3 Poverty and water, food 4
1.3.4 Poverty and health 5
1.3.5 Poverty and house (state of life) 5
1.4 Why have we not eliminated poverty? 5
1.5 Previous Research about Child Poverty in Japan 6
1.6 Research Question 7
1.7 Conclusion 8
Chapter 2: The Data
2.1 Introduction 9
2.2 The questionnaire 9
2.2.1 Introduction to the questionnaire 9
2.2.2 Method 9
1) Subject 9
2) Questionnaire design 10
3) Procedure 10
ii
2.2.3 Results 10
2.3 Summary 27
Chapter 3: The Analysis
3.1 Introduction 28
3.2 Summary of the results from Chapter Two 28
3.3 Comparing previous research and these data 29
3.4 Research questions 29
3.5 Implications 30
3.6 Limitations of the experiment 30
3.7 Further research 31
3.8 Conclusion 31
References 32
Appendices 33
iii
Abstract
In Chapter One, we first looked at poverty and its definition and two types of
poverty - “Absolute Poverty” and “Relative Poverty”. Then we looked at the causes of
poverty and looked at various factors related to poverty as well as the reality of
poverty. We also discussed the impact of poverty on education, labor, water and
food, health and state of life. In addition, this thesis has two research questions.
“What do Japanese students know and understand about poverty?” and “How will
students react after they learn about child poverty?”.
Chapter Two presented the data from a questionnaire. Japanese subjects
were asked to answer some questions about their perceptions of poverty, definition
of poverty, their own way of thinking about poverty. Then in Section Three of the
questionnaire, they were asked to learn about the reality of poverty by text and video
and to think about poverty. The aims of this questionnaire were to find out the
subjects’ understanding of poverty, and how they change their minds after learning
about poverty.
In Chapter Three, we found that there is a difference in the way of thinking
about standards of poverty even if they live in the same communities. The results of
the questionnaire also show the images of the media strongly exercise influences on
our thoughts. People should be more concerned about poverty and the media needs
more coverage about poverty.
iv
Chapter 1: Background
1.1 Introduction
There are various types of poverty in the world. Many people suffer
from poverty and it exists even in our immediate surroundings. However,
some people do not know in detail about poverty, or have never thought about
it much. It is natural that we can eat rice every day, we can wear clothes, and
we can drink water, but for many, they cannot. This thesis will research the
current situation of poverty and the impact of poverty on children in Japan.
1.2 What is poverty?
“Child poverty” is when a child is in financial distress and loses various
opportunities in various stages of development, resulting in serious
disadvantages that affect his entire life. At the center of poverty is the lack of
living resources (=lack of goods). Modern Japan in the economy, the
economic poverty mainly of “no money” occupies an important position. The
problem of “no money” has many disadvantages beyond the economics.
Poverty creates multiple disadvantages for children, hinders capacity growth,
discourages hope, deprives possibilities and options, and cuts off
relationships with people and society.
1.2.1 Definition of poverty
The definition of “poverty” is not one and varies by country and
institution. A common definition is the World Bank’s “Percentage of people
1
living on less than $1.25 a day” (International Poverty Line). It is also used in
the Millennium Development Goal “Eradication of extreme poverty and
hunger”. The United Nations called UNDP (UN Development Program)
defines “poverty as a condition where the most basic goods and service such
as education, work, food, drinking water, housing and energy are not
available. In addition, Poverty has “Absolute poverty” and “Relative poverty”.
Absolute poverty vs Relative poverty
“Absolute poverty” is a condition that does not meet the minimum
requirements for human life, such as food and clothing. The poverty that many
people imagine is “absolute poverty”. For example, there are situations where
people have no house for some reason, they want to eat, but they cannot eat
or buy food, or a child’s weight falls below the average number.
“Relative poverty” differs from absolute poverty. “Relative poverty”
means a person is poorer than the majority of a certain number of
populations, such as countries, societies and regions. For example, from the
viewpoint of income, even if the salary is low, it is “relative poverty” if it is “less
than half the median national income”. “Child poverty” in Japan often refers to
“relative poverty”. Relative poverty refers to the state of poverty compared to a
country’s standard of culture and standard of living. Specifically, household
income is less than half of the country’s equivalent disposable income.
According to OECD standards, the equivalent disposable income of relative
poverty is less than ¥1.22 million and that of four households is less than
about ¥2.5 million (as of 2015).
2
1.2.2 The causes of poverty
There are two main causes of poverty. The first is the issue of the
parents’ income, the parents are not working, or the salary is low due to non-
regular employment such as part-time work. The second is the rules of a
society, say, the Japanese society. In Japan, there is still a trend of
“educationalism”, and there is an expected track people need to take to
become a successful person who can get a job at a good company. To get on
this track, people need to work hard to study. In order to solve the poverty
problem, this mechanism must be changed. This is because in rural areas
where there are many poor people, people may not be able to study
satisfactorily to achieve this so-called desired goal.
1.3 The reality of poverty
More than 80% of the world are people living in developing countries.
Many people are suffering from various problems. However, not everyone in
developing countries is poor. Out of about 200 countries around the world,
about 150 developing countries have many people who do not have enough
food, safe drinking water, no money, and cannot go to school or hospital.
About 1 in 10 people in the world live on just under $2 a day.
1.3.1 Poverty and education
Globally, the biggest reason for low income is a lack of education. The
poor cannot get an education. For those who have been deprived of
opportunities for education, skills acquisition, and job training, it is difficult to
find a job or develop their talents to start their own business. Poverty hinders
3
children and adults from going to school. The development of modern
technology does not benefit all people, and the gap between rich and poor is
increasing. For example, poor people living in remote areas may find it difficult
to attend school just because the school is too far away. According to UNDP-
貧困とは, if there are 100 people living on this planet, only 55 people can
access the Internet.
1.3.2 Poverty and labor
Unemployment, precarious forms of employment, and unfair low-wage
employment have a major impact on the ability to get food, health care,
drinking water, energy and other essentials for living. People who are
alienated and left out of society can sometimes lose their self-esteem and
eventually be excluded from the local social and cultural life. Without a decent
income, human life is severely restricted, creating a vicious cycle of poverty.
In other words, if you do not have a job, you won’t get enough income, and as
a result it will be virtually impossible to maintain a decent living and escape
poverty. According to UNDP-貧困とは, if there are 100 people living on this
planet, then the richest 20% will earn 74 times as much as the 20% poorest.
1.3.3 Poverty and water, food
According to UNDP-貧困とは, if there are 100 people living on this
planet, 22 of them are in a situation where they cannot drink safe drinking
water. Having no income, or not having enough income, means that you
cannot secure or produce your own food. Malnutrition not only reduces the
child’s ability to concentrate but also affects an adult’s production capacity.
4
Poor people may not get enough knowledge, so they may not be able to
choose nutritious food, and would produce food in a less productive and
healthy way. This has a direct impact on health and local income.
1.3.4 Poverty and health
According to UNDP-貧困とは, if there are 100 people living on this
planet, 13 of them can only live up to 40 years old. There is no country in the
world where all citizens, including the poor, can receive exactly the same
health services, especially in developing countries. A significant number of
people make mistakes with their choice of medicines and food because of
lack of knowledge, that is, a lack of education and information. In the
workplace, illness and fragile health conditions can reduce productivity and
lead to job loss. At school, this leads to a decline in children’s academic
ability. As a result of the lack of sufficient information and appropriate
treatment, AIDS is becoming more prevalent in poor countries.
1.3.5 Poverty and house (state of life)
Poverty has forced millions of people, both urban and rural, to be
homeless and to live under poor conditions. Due to the lack of income, the
poor cannot ensure a minimum level of comfort, nor can they use electricity or
the telephone. In uncomfortable homes, children cannot study calmly and are
not safe enough which may endanger their lives. In poor areas, administrative
services often do not work, and illegal occupation of land may prevail.
5
1.4 Why have we not eliminated poverty?
In Japan, there is no established system for people suffering from
poverty to get free food. In Japan, on the other hand, about 6 million tons of
food are discarded annually, most of which is recycled without entering our
mouth, even though it can still be used for food. In poor countries, politics is
often corrupted, conflicts occur, and the government is unable to lead its
country. In order to solve the poverty problem, the nation needs to use
people, goods and money to make a strong and continuous efforts.
1.5 Previous Research about Child Poverty in Japan
What is the poverty line in Japan?
The Japan Times (2014) Child poverty in Japan
According to an article in the Japan Times (2014), “children in poor
households tend to get limited educational opportunities, which reduces their
chance of getting decent jobs and raises the prospect of them living in poverty
in the future.” Efforts are made to seek equalization of education for all
children. The kindergarten is free of charge as a measure against poverty is
being promoted. “The official statistics and surveys show that the ratio of
children receiving higher education goes up in proportion to the income levels
of their parents, so does their own average lifetime income. Children of
families living below the poverty line often find it difficult to go on to higher
6
education and are more likely to end up taking up low-paying jobs - unless
they receive extra support.” The government attributes the rise in child poverty
to the long-term decline in household income under the deflationary trend
since the 1990s. It also highlights the increase in the number of single-parent
families - mostly single-mother households. Roughly half of the mothers in
such households are hired in low-paying part-time work and other irregular
jobs because they need to take care of their children.
The Japan Times (2015) Saving children from poverty
According to an article in the Japan Times (2015), “An outline of
programs to combat child poverty, which the Abe administration adopted in
August of that year, calls for building a society in which all children “can grow
with dreams and hopes” saying “the government should tackle this issue in
earnest.” The article said, “the Organization for Economic Cooperation and
Development (OECD) survey puts Japan’s poverty rate at 15.7% - above the
13.3% average of the 34 OECD members, and fourth worst in the group of
developed countries.” The government measures include beefing up
scholarships for children from poor families, and continuing education for
parents so that they can get better jobs. Such actions may help poor families,
but it is most important to promote policies to reduce the widening gap
between rich and poor, such as increasing the number of full-time workers
and raising minimum wages. In addition, the government also should take
budgetary measures to enable poor children who perform well academically to
receive higher education. This is crucial to break the chain of poverty, in which
7
poor children tend to receive limited education, which in turn restricts their
future job prospects.
1.6 Research Questions
This thesis has two research questions:
Research question 1. What do Japanese students know and understand
about poverty?
Research question 2. How will students react after they learn about child
poverty?
1.7 Conclusion
In this chapter we looked at the definition of poverty, the causes of
poverty, and the reality of poverty. In Chapter Two, we will look at the data
from a questionnaire to see how different people think of poverty and changes
in subjects thinking about poverty.
8
Chapter 2: The Data
2.1 Introduction
In Chapter One, we looked at the poverty problem and the reality of
poverty, for example, poverty and education, poverty and health. In this
chapter, we will look at the data of a questionnaire about each person’s
perception of poverty, their image of poverty and the changes in feelings
about poverty, in order to see how differently people perceptive poverty or
their feelings change about poverty when they learn the reality of poverty. We
also want to see the subjects’ change in thinking by knowing the reality of
poverty through this questionnaire.
2.2 The questionnaire
2.2.1 Introduction to the questionnaire
The aim of the questionnaire was to find out how differently people feel
or think about poverty. It was also used to see how people’s thoughts change
by knowing the reality of poverty after reading text and watching videos.
2.2.2 Method
1) Subjects
9
The subjects of this questionnaire were 20 Notre Dame Seishin
University third- and fourth-year students plus 19 men and women aged 20-30
and one women aged 51-60.
2) Questionnaire design
The questionnaire had three sections. In Section One, the
questionnaire asked about each person’s thoughts on poverty and what kind
of problems there are in child poverty; whether they know the definition of
poverty; what they think is the poorest region, and what the poverty rate of
Japanese children is. Each subject made a choice and explained their
thoughts. In Section Two, we had them think about the definition of poverty.
We asked the subjects to choose whether various situations could be defined
as examples of poverty or not, and describe why they thought so. In Section
Three, we conveyed the reality of poverty in text and by showing a video. We
asked the subjects for a description of how they felt about poverty after
knowing the reality of poverty from these texts. Firstly, a computer was used
to look for the video of poverty to be used in the questionnaire and used
videos of Japan and South Sudan. The questionnaire is in the appendix.
3) Procedure
The questionnaire was made with Google Forms. After making it, the
subjects were asked to complete it. There were no restrictions, so the
subjects can answer this questionnaire with smartphones at any time.
10
2.2.3 Results
First, we will look at the data for Section One. In Section One, the
subjects were asked about their perceptions of poverty.
Figure 1. The data for consent of subjects.
Figure 1 shows that 100% of the subjects said “Yes” to the question
related to permissions.
Figure 2. The data for gender of age.
Figure 2 shows that 2.5% of the subjects are teenagers, 95% of the
subjects are 20-30 years old, and 2.5% of the subjects are 51-60 years old.
11
Figure 3. The data for Males or females
Figure 3 shows that 52.5% of the subjects were female, and 47.5% of
the subjects were male.
Figure 4: Question 1. Have you ever thought about poverty?
貧困について考えたことはありますか。
12
Question 1 was “Have you ever thought about poverty?” 87.5% of the
subjects answered “Yes”. 12.5% of the subjects answered “No”. Some
subjects never thought about poverty.
Question 2. What is child poverty? Can you define it?
Table 1 presents the data for how the subjects define poverty. They answer in
sentence form.
Table 1: The number of subjects and the problem of poverty they think
Unable to receive education, child labour 16
Malnutrition 8
Parents (life, lack of money, abuse…) 6
Starvation 5
Civil war 2
Do not know 3
Max = 40
Table 2: The data for their definition of poverty
Do not know 34
Cannot have the minimum standard of living (education, food, medical care,
water, house and so on...) 4
Absolute poverty, Relative poverty 2
13
Max=40
Table 2 shows that an answer to the question of understanding the definition
of poverty.
Figure 5: Question 3. Which area do you think has the most poverty? Why?
どの地域が最も貧困であると思いますか
Figure 5 shows the data for Question 3 which was “Which region of the
world do you think has the most poverty? Why?” 75% of the subjects
answered “Africa”, 20% of the subjects answered “Asia”, 2.5% of the subjects
answered “North America”, and 2.5% of the subjects answered “South
America”. No one chose Europe and Oceania.
Table 3: The data summarizing why they think so.
There is an image (Image of many refugees, there is an image of many
developing countries, Image from TV, Image with many blacks…)
15
It is often featured in the media 14
14
Because it is a developing country 6
Because of the large population 2
I learned that there are many children who cannot receive education
2
Because there are children who work 1
Max=40
The greatest influence from the media.
Question 4. Do you think poverty exists in Japan? Why do you think so? How
frequent is it?
Exists 37
Does not exist 3
Max=40
The people who answered that it exists answered...
because income is insufficient such as due to a fatherless family
they see a homeless person near the station
they see people who are receiving welfare
because wages are low
How frequent is it in Japan?
15
The subjects said 10,000 people are in poverty, 30,000 people, 50,000
people, 500,000 people, 1 million people, 5 million people, 10 million people,
18 million people, 20 million people, about 1 in 10, about 1 in two hundred.
Figure 6: Question 5. What do you think the child poverty rate is in Japan?
日本の子どもの貧困率はどのくらいだと思いますか？
Question 5 was “What do you think the child poverty rate is in Japan?”.
25% of the subjects answered “one in seven children”, 25% of the subjects
answered “one in ten children”, 22.5% of the subjects answered “one in a
hundred children”, 20% of the subjects answered “one in 50 children”, 5% of
the subjects answered “One in 20 children” and 2.5% of the subjects
answered “More than 1/100”.
16
Next, we will look at the data for Section Two. In Section Two, the
subjects answered whether they consider the situation to be included in the
definition of “poverty”.
Question 6-1a. Japanese children only have education to elementary school.
小学校まで教育を受ける。小学校卒業後は働く。（日本の子ど
も）
75% of the subjects answered this was an example of “Poverty”, 25% of the
subjects answered “Not poverty”.
Question 6-1b. Why?
Poverty
17
Because compulsory education has not ended 27
Too young to work 1
Narrow future choice 1
Not poverty
I think some people decide that no further education is needed
Because there may be reasons other than poverty 3
Some people do not want to go to school 4
Some people have something they want to do 2
Some people do not go 2
Max=40
Question 6-2a. Japanese children only have education to junior high school.
中学校まで教育を受ける。中学校卒業後は働く。（日本の子ども）
40% of the subjects answered this was an example of “Poverty”, 60% of the
subjects answered “Not poverty”.
Question 6-2b. Why?
Poverty
18
Many people go to high school 15
Not poverty
Because they finished compulsory education 10
because it is the person’s own way 12
Some people do not want to go to school 3
Max=40
Question 6-3a. Japanese children only have education to high school.
高校まで教育を受ける。高校卒業後は働く。（日本の子ども）
2.5% of the subjects answered this was an example of “Poverty”, 97.5% of the subjects answered “Not poverty”.
Question 6-3b. Why?
Poverty… I do not know 1
19
No poverty
because it is common 20
Because it is the intention of the person 15
Because they finished compulsory education 3
Because college is too expensive 1
Max=40
Question 6-4a. A Japanese family of four have a monthly income of ¥100.000.
４人家族で月収１０万円（日本）
90% of the subjects answered this was an example of “Poverty”, 10% of the
subjects answered “Not poverty”.
Question 6-4b. Why?
Poverty
I think life is difficult 28
20
Because it is definitely not enough for rent and cost of living 2
Because it is below average income 3
Because you cannot live even a minimum life 4
Not Poverty
I think it is an object of public assistance 3
Max=40
Question 6-5a. Japanese family of four have a monthly income of ¥200.000.
４人家族で月収２０万円（日本）
57.5% of the subjects answered this was an example of “Poverty”, 42.5% of
the subjects answered “Not poverty”.
Question 6-5b. Why?
Poverty
Because it is definitely not enough for rent and cost of living 19
I think they cannot save money 4
21
Because you cannot live even a minimum life 5
Not poverty
I think they can live with assistance 1
I think they can live 6
I think they can live a minimum 5
Max=40
Question 6-6a. Japanese family of four with a monthly income of a ¥300.000.
４人家族で月収３０万円（日本）
17.5% of the subjects answered this was an example of “Poverty”, 82.5% of
the subjects answered “Not poverty”.
Question 6-6b. Why?
Poverty
I think it is difficult 3
I think it is less 4
22
Because it will affect the advancement of children 1
Not poverty
I think it is normal in ordinary households 19
I think 200,000 yen is lowest line 3
I think they can live enough 10
Max=40
Question 6-7a. People who cannot eat out.
外食ができない（日本）
25% of the subjects answered this was an example of “Poverty”, 75% of the
subjects answered “Not poverty”.
Question 6-7b. Why?
Poverty
The one who wants to eat out but cannot, it is poverty 4
It is poverty that cannot eat out 3
23
Not poverty
It is not poverty if you can eat three meals a day 15
Eating out is not measure of poverty 9
Eating out is leisure 1
I think eating out is a luxury 1
Some people do not eat out 7
Max=40
Question 6-8a. People who cannot eat three meals every day.
毎日３食食べることができない。（日本）
62.5% of the subjects answered this was an example of “Poverty”, 37.5% of
the subjects answered “Not poverty”.
Question 6-8b. Why?
Poverty
I think eating three meals is fundamental to living 15
Because they do not have enough food 5
24
Because they cannot a basic life 4
I think it will affect the growth of children 1
Not poverty
Some people cannot eat one meal a day 3
Because they can live 8
Some people do not eat three meals 2
I think it is fine to eat two meals 2
Max=40
Finally, we will look at the data for Section Three. In Section Three, the
subjects are learned about the reality of poverty in Japan and the world
through sentences and videos. Using videos about poverty in Japan and
South Sudan. Video of poverty in Japan showed subjects the current state of
single-parent homes that endure hunger every day. Video of poverty in South
Sudan showed subjects the current state of children unable to go to school.
Most South Sudan children spend one day drawing water and cannot go to
school. In the world, 1,000 children under 5 die daily due to water.
What do you think after watching the videos?
Overseas poverty is often mentioned in the media, but I learned that
some people in Japan also suffer from poverty.
My chest became painful.
25
Realized that my current life is not natural.
I thought the type of poverty was different between Japan and foreign
countries.
Did not know that Japanese children are suffering from poverty.
Thought sad.
I felt that poverty was different in definition and severity in Japan and
South Sudan.
I thought there were various forms of poverty.
Reality was worse than imagined.
Figure 7. The data for the number of the poor
貧困者数は想像していたより多かったですか？少なかったですか？
The question was “Was the number of poor people in the world above
your expectations? Or was it less?” 92.5% of the subjects answered “There
were many”, 7.5% of the subjects answered “There were few”
26
Figure 8. The data for what has the most influence on “child poverty”
「子どもの貧困」が最も影響を与えていると思う分野を一つ選んでください。
50% of the subjects answered “food, clothing, and shelter”, 27.5% of
the subjects answered “education”, 15% of the subjects answered
“psychology”, 2.5% of the subjects answered “medical care”, 2.5% of the
subjects answered “parents”, and 2.5% of the subjects answered “I don’t
know”.
Figure 9. The data for change of mind
貧困の現実を知って考えは変わりましたか。
The question was “Did you know the reality and change your mindset?”
82.5% of the subjects answered “Yes”, 17.5% of the subjects answered “No”.
2.3 Summary
27
In this chapter we looked at the data from the questionnaire. We found
that people have different ways of thinking about poverty. In the next chapter
we will review the data from Chapter Two and compare it with the previous
research in Chapter One.
Chapter 3: The Analysis
3.1 Introduction
In Chapter One, we looked at poverty and the definition of poverty first.
Then we discussed the reality of poverty. We also discussed the impact of
poverty on education, labor, water and food, health and state of life. In
Chapter Two, we looked at the subjects’ perceptions of poverty, and how they
change their minds after knowing about the reality of poverty, by asking Notre
Dame Seishin University students and other persons to answer the
questionnaire. In this chapter, we will analyze the results of the questionnaire.
3.2 Summary of the results from Chapter Two
28
In Chapter Two, we looked at the data of the questionnaire that was
given by the subjects. Section One of the questionnaire was about each
subject’s perception of poverty. In Section Two of the questionnaire, we
collected data on the images and definition of poverty subjects have. Section
Three of the questionnaire was about whether they changed their minds after
knowing about poverty. The results from Section One showed that there were
differences about their perceptions of poverty among Japanese people.
Based on the results from Section Two, we could find that their images and
definition of poverty was sometimes similar and sometimes different. From
these results, we can see that each person has different views on poverty,
and there were many people who changed their way of thinking by knowing
the reality of poverty. From this, it can be said that knowing the reality had a
strong influence on their way of thinking.
3.3 Comparing previous research and these data
. We mentioned a few previous studies above. The Japan Times (2014)
said efforts have been made to seek equalization of education for all children.
However, according to the results of our questionnaire, most subjects do not
have accurate knowledge about poverty. To tell many people about poverty,
we should be covered in the media. According to the results of our
questionnaire, many subjects knew the current state of poverty through the
media.
29
3.4 Research questions
This section will answer the research questions from Chapter One.
1. What do Japanese students know and understand about poverty?
According to the result of the questionnaire, we can say that most Japanese
students do not understand poverty. Some subjects were able to answer
questionnaire about poverty, but some subjects could not. Most subjects did
not know about the definition of poverty.
2. How will students react after they learn about child poverty?
According to the results of the questionnaire, many subjects changed their
minds after knowing the reality of poverty. Some subjects felt poverty close at
hand. Many subjects said they wanted to review their life and to think again
about poverty.
3.5 Implications
We could find that there is a difference in the way of thinking about
standards of poverty despite all of the subjects being Japanese. Also, most
people thought that the poverty rate in Japan was low. Many answered that
30
they got their knowledge from the media which gave them their impression
about poverty. From these results, we could know that Japanese people have
a low awareness of poverty. In addition, it was found that the media
information greatly influences people’s thoughts. It is important to have more
interest in, and know more about poverty.
3.6. Limitations of the Experiments
There are several limitations with this study. Firstly, most of the
subjects were university students. So, if we could give the questionnaire next
time, it would be better to ask various subjects, for example, those of different
ages.
Secondly, all of the subjects were Japanese. Some of them have
studied abroad, and had some opportunities to be exposed to different
cultures, but no one came from other countries, so we could not know exactly
whether there are differences in what people think about poverty due to their
cultures.
3.7. Further research
We asked 40 Japanese females and males to answer the
questionnaire. As mentioned above, the way to perceive poverty and images
of poverty depended on each subjects’ age, the communities they were in,
their cultures and languages, so we could not get the exact results at this
31
time. Therefore, it is necessary to do more research into the differences about
how people perceive poverty and the images of poverty people have in detail
by asking a wide-range of subjects, for example, the subjects who speak
foreign languages, or who come from other cultures, or who are different
ages. If we would take these factors into consideration and could give the
questionnaire to more subjects, we would find the detailed differences about
the perceptions and images of poverty in detail.
3.8. Conclusion
This thesis researched poverty. For example, the current situation of
poverty and the impact of poverty on children in Japan. We could find that
people have different standards of thinking about poverty. Most subjects
answered that they had thought about poverty, but few subjects knew about
the definition of poverty. People need to be more interested in poverty and
think deeply about poverty.
References
For web articles
データで見る教育格差。子どもの貧困問題がますます深刻化している実状とはhttps://gooddo.jp/magazine/poverty/children_poverty/59 Accessed July 21, 2019
貧困と世界の子どもたち 国際協力NGOワールド・ビジョン・ジャパン
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https://www.google.co.jp/amp/s/www.worldvision.jp/children/amp/poverty.html Accessed July 21,2019 The Japan Times
https://www.japantimes.co.jp/tag/child-poverty/ Accessed November 12, 2019
UNDP 貧困とはhttp://www.undp.or.jp/arborescence/tfop/top.html Accessed October 16, 2019
youtube 子どもの貧困 実状https://youtu.be/Nb247ni41DA Accessed September 8, 2019
youtube 南スーダンのアジャちゃんの生活と、きれいな水が変える子どもたちの未来
https://youtu.be/nhqS1CyPO8E Accessed September 8, 2019
https://www.unicef.or.jp/kodomo/teacher/pdf/fo/fo_45.pdf Accessed December 23, 2019
「貧困をはかる指標－日本ユニセフ協会」
https://end-childpoverty.jp/wp-content/uploads/2017/04/handbook011-040.pdf Accessed December 23, 2019
そもそも「貧困」とは？ なくそう！子どもの貧困
https://cfc.or.jp/archives/column/2019/03/01/23762/ Accessed December 23, 2019
相対的貧困とは何か？｜子どもの貧困・教育格差の解決を支援する｜CFC
Appendices
English version of the Questionnaire
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34
35
36
37
38
39
40
41
42
43
44
45
