Problematizing deficit representations of in‐service teachers

Siefert, Bobbi; Salas, Spencer; D’Amico, Mark M.

doi:10.1002/tesj.368

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…Following a similar vein of research, we found four other articles in which scholars adopt a counter-deficit stance toward preservice teachers (Borrero & Yeh, 2016; Navarro et al, 2019; Settlage, 2011; Siefert et al, 2018). Settlage (2011) adopts a similar argument in their study of preservice teachers identifying as middle-class White women.…”

Section: Resultsmentioning

confidence: 77%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.

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Section: Resultsmentioning

confidence: 77%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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“…What assumptions do I bring to my work as a teacher educator in Youngstown? How do I convey that candidates here need to be “fixed” (Siefert, Salas, & D’Amico, 2018, p. 399)?…”

Section: Discussionmentioning

confidence: 99%

White working‐class teacher candidate identity negotiations: TESOL resistance in a postindustrial space

Pettitt

2020

TESOL Journal

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“…I then wondered how I, as course designer and instructor, contributed to creating, shaping, and directing this resistance and, in my initial paper draft, I wrote: What local knowledges do I fail to acknowledge? A reviewer encouraged me to rethink my use of the term "colonizing assumptions" "if the racial and historical dynamics of colonial contexts" did not apply, and I wondered in what ways my choice to includeSiefert, Salas, and D'Amico's (2018) term "colonizing" was aesthetic. I understand myself as a white settler bound up in webs of white settler colonialism -resisting, participating in, and perpetuating them as I move about the world and especially as I teach.…”

mentioning

confidence: 99%

“…on Siefert, Salas, and D'Amico (2018), I began asking: What 'colonizing assumptions' (399) do I bring to my work as an ELT teacher educator in Youngstown? In what ways do I convey that teacher candidates here need to be 'fixed' to be better teachers of emergent bilingual students?…”

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confidence: 99%

Imperial straightening devices in disciplinary choices of academic knowledge production

Cushing‐Leubner

Engman

Ennser–Kananen

et al. 2021

LCS

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In this piece, the authors question whether critical language research, in its complex collection of researcher choices, is possible beyond the discursive imaginary of critical academic scholarship. In other words, how do (allegedly) anticolonial efforts re-orient towards contribution to the imperial record? We present three vignettes, through which we grapple with the notion that researcher choice exists within the solipsism of academia. In doing so, we frame research and scholarship as a collection of choices, which we believe are better understood as a collection of fraught dilemmas. These dilemmas recognize that all academic scholarship production and its processes are birthed from, and serve, an epistemology of hierarchical social configurations, which serve empire maintenance and expansion. As critical language scholars who bring overlapping and distinct sociopolitical, geographic, and methodological positionalities, these autoethnographic narrative vignettes allow us to begin to see the landscape of researcher choice in the processes and projects of accumulating knowledge production. We identify imperial straightening devices for legitimization into the imperial archive and examine how they work to orient and re-orient critical language scholars towards the ideological and material production of the imperial archive.

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Problematizing deficit representations of in‐service teachers

Cited by 3 publications

References 11 publications

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

White working‐class teacher candidate identity negotiations: TESOL resistance in a postindustrial space

Imperial straightening devices in disciplinary choices of academic knowledge production

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