Getting Out of Deficit
Pedagogies of reconnection
Bibliographic Data
| ID | 23323903 |
|---|---|
| Authors | Barbara Comber (0000-0002-8364-1676, University of South Australia, corresponding author), Barbara Kamler (Deakin University) |
| Year | 2004 |
| Volume | 15 |
| Issue | 3 |
| Pages | 293-310 |
| Publication date | 2004-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Education (JOURNAL) |
| Journal identifiers | ISSN: 1047-6210 • E-ISSN: 1470-1286 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1047621042000257225 |
| OpenAlex | W2024523609 |
| Language | EN |
| Citations received | 57 |
| References cited | 11 |
The fact that children growing up in poverty are likely to be in the lower ranges of achievement on standardised literacy tests is not a new phenomenon. Internationally there are a myriad of intervention and remedial programmes designed to address this problem with a range of effects. Frequently, sustainable reforms are curtailed by deficit views of families and children growing up in poverty. This article describes an ongoing research study entitled “Teachers Investigate Unequal Literacy Outcomes: Cross‐Generational Perspectives”, which made teacher researchers central in examining this long‐standing dilemma. It outlines the research design and rationale, and analyses how two early career teachers worked their ways out of deficit analyses of two children they were most worried about. It argues that disrupting deficit discourses and re‐designing new pedagogical repertoires to reconnect with children's lifeworlds is a long‐term project that can best be achieved in reciprocal research relationships with teachers.
Dilemma · Epistemology · Intervention (counseling) · Literacy · Mathematics education · Pedagogy · Phenomenon · Political science · Poverty · Reciprocal · Remedial education · Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Literacy, Media, and Education · Psychology
Practicing Teachers’ Reflections
Pedagogies for justice in health and physical education
Challenges, benefits and policy implications of multilingualism in educational contexts
A Synthesis of the Research on Community Service Learning in Preservice Science Teacher Education
Being with a Puppet
Laying Foundations for Islamic Teacher Education
Reading the Word and the World
Beautiful Wastelands
Critical encounters
The profession(al) in professional learning
Are we there yet? Research with and for teachers and children and the possibilities of schooling in a complex world
‘I’m not from a country, I’m from Australia.’ Costumes, scarves, and fruit on their heads
Funds of courage
“Because the rules out there are different…”
A Synthesis of Funds of Identity Research
Religious Literacy as a Literacy ? Conceptual Elaboration in a 21st Century Learning Framework
Classroom participation
The “fullness of life”
Children resisting deficit
The question of access and design – Elin and Hassan walk the line of the four resources model
What counts and matters in early childhood
Case writing for collaborative practice in education studies
Critical conversations
Learners, environments and differences – insights from literacy research
Non-traditional students in tertiary education
Designing online assessment tools for disengaged youth
Hard to teach
Inspire to aspire
Fostering inclusion in school through creative and body-based learning
If they can say it they can write it’
Developing capabilities for social inclusion
Diversity and inclusion in the early years
Using narrative biography to explore how the formation of ‘funds of knowledge’ mediate coach developer practice
Redesigning pedagogy for boys and dance in physical education
Wordsworth’s ‘We Are Seven’
Making a Difference
Discursively complex identities of New Zealand teachers of writing in times of contestation and change
Tools that come from within
Teacher identity in the context of literacy teaching
Mexican Students
‘Teaching from the Heart’
Relational pedagogy and the policy failure of contemporary Australian schooling
The lived experience of autistic teachers
Complicating Understandings of Students' Multiliterate Practices With Practitioner Inquiry
Critical Literacy and Social Justice
After the Testing
Teaching within and against the circle of privilege
They make time for you’
Funds of knowledge—a conceptual critique
Attributions for underachievement among students experiencing disadvantage and support for public assistance to them
Corporate practices and ethical tensions
Spatially framed metaphoric concepts, educational attainment and locations of poverty
The Behavior Kids”
The place of pedagogy in an uncertain world
Mobilising community? Place, identity formation and new teachers' learning
Mapping discourses in teachers' talk about using digital texts in classrooms
Sharing Place, Learning Together
| Unique citing works | 57 |
|---|---|
| Citations per year | 3,17 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 56 |