Era of mass education was built on the idea that what we are studying in the curriculum is the same. Thus, worlds were developed that were as much the same as possible. Training, however, creates unfair effects.

To grasp the underlying complexities of these gaps we need to consider how learners come in with diverse perceptions in language, capital, climate, community and life. One of the consequences for a better understanding of these dynamics means that there is no particular solution that would be fully satisfactory for an person or a group.All these dimensions exist: substance, corporeal and symbolic. For reasons of ethnicity, class , race, sex, physical capabilities, cognitive disparities, regional identities, faith, family culture, life experiences, language, value structures, and so on, people are different.

Each of the content variables is the socio-economic dimension, or class. We tended to create an architecture of sameness in our educational structures in the past. We also gained a clearer view of the degree to which poverty has created uneven educational performance in the last part of the 20th century.For a person born poor, the only possible way to better his life chances is to get a decent education. A internationally accepted solution to the cycle of poverty is access to high-quality basic education and promoting children's well-being (Giovetti, 2019).

Similarly, while corporeal, race is in many respects a material dimension, the disparities are more due to class (socio-economic backgrounds), poor communities, poor schools, distinct vernaculars, lack of access to resources, etc., which create a big gap in the information they come to school with.

Children on many dimensions, including physical, social-emotional and cognitive, are influenced by socioeconomic factors and race. The willingness of children to focus is impacted by inadequate diet, poor health and family conditions. Children living in poverty frequently see themselves as victims of a structure that undermines their own freedom or the ability to make decisions that have a direct effect on their lives.This weak sense of agency impacts their classroom concentration, effort and commitment. Children living in poverty, in fact, have poorer executive functioning (impulse control, emotional regulation, attention management, prioritization of activities, working memory, etc.) because their energy is concentrated on essential functions of survival.

There are deficiencies in schools clustered in lower-income communities that generate their own learning challenges for students. They are usually overcrowded and have minimal facilities and funding. There are less books and computers to go around, and teachers might be unqualified or worn out from working under prolonged resource pressure to teach their subjects.

Multimodal literacies discuss the ramifications of the above in teaching and by considering and identifying the prior experience of the learners, following a versatile approach to learning and providing a range of knowledge processes and adding various emphasis and blends of knowledge processes, we need to provide a better understanding of and develop a vocabulary of pedagogies.In pedagogy, we still need to consider the value of utilizing alternate navigational routes. Incorporating diversity as a way of enriching the learning environment would not only serve to accommodate the different pupils, but also bring benefit to the full continuum of learners.

Education will increase food security, improve health conditions and enhance equity for men and women. Nevertheless, poverty has a strong effect on the potential of an infant to think. Education can be one of the keys to poverty reduction and eradication, but only quality education designed to address the particular needs of children who are disadvantaged, malnourished and/or traumatized can be genuinely effective and break the cycle of poverty / nutrition.