Deficit discourse is expressed in a mode of language that consistently frames Aboriginal identity in a narrative of deficiency. It is interwoven with notions of ‘authenticity’, which in turn adhere to models of identity still embedded within the race paradigm, suffering from all of its constraints but perniciously benefiting from all of its tenacity. Recent work shows that deficit discourse surrounding Aboriginality is intricately entwined within and across different sites of representation, policy and expression, and is active both within and outside Indigenous Australia. It thus appears to exhibit all the characteristics of what Foucault has termed a discursive formation, and its analysis requires a multi-disciplinary approach. Developing research overseas on the prevalence and social impact of deficit discourse indicates a significant link between discourse surrounding indigeneity and outcomes for indigenous peoples. However, while there is emerging work in this field in Aboriginal education, as well as a growing understanding of the social impact of related behaviours such as lateral violence, the influence of deficit discourse is significantly under-theorised and little understood in the Indigenous Australian context. This article will problematise the issues and explore theory and methods for change.

This paper reports the positive aspects of participation in physical education (PE) and school sport by Indigenous students as part of the wider findings of a doctoral study carried out at three Australian Capital Territory (ACT) government secondary schools. Data was collected from Indigenous students using group interviews and figurational sociology was used to interpret the findings. Central to figurational sociology are long-term processes and power relationships and it is contended that deficit understandings are inextricably linked to these kinds of relationships between individuals and groups. In particular, the research drew upon the figurational concepts of established and outsider theory (Elias & Scotson, 1994). This study found that Indigenous students were predominantly portrayed according to deficit understandings in both PE and in school sport. This research is important because it connects with a key idea of the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). This key idea being a 'strengths based approach'. The paper concludes by identifying opportunities for Indigenous perspectives to be included in the AC HPE according to a strengths based perspective and also highlights related topics for future research. This paper is particularly relevant to primary and high school educators.

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