The Miseducation of a Beginning Teacher: One Educator's Critical Reflections on the Functions and Power of Deficit Narratives

Pollack, Terry M.

doi:10.1080/15210960.2012.673318

Cited by 23 publications

(9 citation statements)

References 4 publications

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“…Rusch's (2004) discussion of the "fear of equity discourse and avoidance of opportunity to gain knowledge" (p. 41) of different cultures, common in educational leadership departments as well as K-12 schools, may explain why the principals in the study did not address the need for continuous learning about self and others. Communication skills, discussed only by end-of-program students as characteristic of CRL, clearly are necessary if principals are to engage in the professional dialogue and cross-cultural discourse described in the literature (Brown, 2004;Jean-Marie, 2008;Pollack, 2012;Rusch, 2004). Collaborative leadership-again, referred to only by end-of-program students-is a characteristic associated with culturally responsive leaders (Theoharis, 2008b(Theoharis, , 2010.…”

Section: Discussionmentioning

confidence: 99%

“…The end-of-program students went beyond the principals' general discussions of the need to engage teachers in conversations about diversity, providing specific examples of principals taking the initiative with teachers. These examples included discussing with teachers the harm of deficit conversations about students (Pollack, 2012;Rodriquez & Fabionar, 2010;Valencia, 1997;Valenzuela, 1999), holding teachers and staff accountable for cultural responsiveness (Theoharis, 2010), and measuring the school's progress toward becoming culturally responsive. In contrast, the principals' idea of encouraging culturally responsive lesson plans, with no discussion of assisting teachers with lesson planning, seems to be another example of the bureaucratic-technical approach.…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of Culturally Responsive Leadership Inside and outside of a Principal Preparation Program

Gordon

2016

International Journal of Educational Reform

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This was a qualitative study with the purpose of describing and comparing how culturally responsive leadership (CRL) was perceived by different types of educators inside and outside of a Master's program in educational leadership focused on social justice and CRL. Participants included new-tothe-program students, end-of-program students, and school administrators who had not attended the Master's program. Two interviews were held with each participant, and themes for each type of participant were identified and compared. End-of-program students generally had more sophisticated conceptions of CRL than new students or school administrators.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Perceptions of Culturally Responsive Leadership Inside and outside of a Principal Preparation Program

Gordon

2016

International Journal of Educational Reform

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“…Though stories form a critical foundation for future selves, the narratives that underserved youth create about themselves and their futures may be constrained by images in popular media and textbooks, and expectations they see of themselves. Unfortunately, underserved youth often are exposed to deficit-based narratives of who they are (Pollack, 2012). To overcome these deficit perspectives, students need to expand and transform their sense of what is possible for them in the future (Rossiter, 2009).…”

Section: Expanding Career and College Possibilitiesmentioning

confidence: 99%

Enhancing College and Career Readiness Programs for Underserved Adolescents

Gee

Beno

Lindstrom

et al. 2020

JYD

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Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career and college readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholders (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.

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“…Nikki's reflection displays her resistance to the deficit assumptions educators have often made regarding Latino parents (Ada & Zubizarreta, 2011;Khasnabis & Goldin, 2016;Pollack, 2012). Instead, Nikki pointed directly to the extra efforts Olinda made to support her son.…”

Section: Teaching and For Learningmentioning

confidence: 99%

“…Teacher educators must make greater efforts to ensure that TCs are familiar with the importance of these connections, and the positive impact these connections can have on academic achievement (Quezada, 2014;Quezada, Alexandrowicz, & Molina, 2013). In addition to these positive impacts, scholars have noted the dangers of deficit narratives (Khasnabis & Goldin, 2016;Pollack, 2012) that are of particular risk to beginning teachers. Community connections can help to disrupt these perspectives, as the work of Warren, Noftle, Ganley, & Quintanar (2011) evidences.…”

Section: Teaching and For Learningmentioning

confidence: 99%

Six blocks down, take a left at the corner: Learning to teach English learners outside the school walls

Khasnabis

Reischl

2018

TESOL Journal

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In this article we report on a three-staged teacher education model, designed to support the development of culturally responsive teaching practice in teacher candidates who are preparing to work with multilingual learners. The creative focus of this model is most pronounced in our effort to enable teacher candidates to "get out of context" of the school setting and to envision curricular possibilities by looking to the community. Our teacher education model assists teacher candidates (TCs) to learn community-based culturally responsive teaching pedagogies for multilingual learners through (1) supporting culturally responsive teaching practice in the abstract, (2) engaging practice that pushes past the confines of the school walls, and (3) putting it all together in a community-focused unit of instruction. We advocate for the creative potential of positioning TCs' learning outside of the school walls and inside the community. For each stage of our model, we provide examples of practice using data from a unit of instruction titled Making a Living-Making a Life that teacher candidates co-created with the authors and experienced teachers. The unit was designed for a summer program in a U.S. Midwestern community for approximately one hundred fourth-to eighth-grade English learners. 1 | INTRODUCTION Beginning and experienced teachers often struggle to learn in and from multicultural settings to design culturally responsive curriculum (Hyland, 2009; Sugarman, 2010). In teacher education programs, teacher candidates (henceforth TCs) may learn about culturally responsive (Villegas &

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The Miseducation of a Beginning Teacher: One Educator's Critical Reflections on the Functions and Power of Deficit Narratives

Cited by 23 publications

References 4 publications

Perceptions of Culturally Responsive Leadership Inside and outside of a Principal Preparation Program

Perceptions of Culturally Responsive Leadership Inside and outside of a Principal Preparation Program

Enhancing College and Career Readiness Programs for Underserved Adolescents

Six blocks down, take a left at the corner: Learning to teach English learners outside the school walls

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