Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda
Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools
Bibliographic Data
| ID | 9729870 |
|---|---|
| Authors | Manu Sharma (0000-0001-7339-7780, University of Toronto, Ontario, Canada, corresponding author) |
| Year | 2018 |
| Volume | 50 |
| Issue | 2 |
| Pages | 136-154 |
| Publication date | 2018-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124516682301 |
| OpenAlex | W2780590302 |
| Language | EN |
| Citations received | 19 |
| References cited | 13 |
This article draws awareness to the subtle and seeping “common sense” mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the roots of deficit thinking: (a) pseudo-scientific, (b) sociological-cultural, and (c) socioeconomic. This article examines the serious ethical implications of disengagement, internalized deficit beliefs, and being “pushed out” of school that arise from each framework. I argue that these implications, in conjunction with neoliberal agendas for schooling, have a double negative impact on the schooling experiences of racially marginalized students who attend inner-city schools
Disengagement theory · Neoliberalism (international relations · Pedagogy · Political science · School choice · Social science · Socioeconomic status · Sociology · Critical Race Theory in Education · Diverse Education Studies and Reforms · Education Discipline and Inequality
What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research
Mapping Immigrant Children’s Ethnoracialized Identities in Canada
The teacher as street-level bureaucrat
Deconstructing gendered approaches in ‘single-sex’ flexi schools
Bourdieu and the Quest for Intercultural Transformations
Nurturing a College-Going Identity in Black Emerging Adults
Impacto de la Aproximación Fondos de Conocimiento desde la Visión de las Docentes y las Familias. Un Estudio Cualitativo
The Real Deal
Revolutionary social work
The Enactment of Anti-Deficit Thinking by Latina/o/x School Leaders
Thinking with ideas from affect theory
The sound of misbehaviour
Color-evasion and the production of individualist deficit accounts of educational inequality
What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority
Educación sexual, familia y escuela
Love is the Root of all Social Justice Work
There are still more black boys in the office
Deficit narratives as teacher foils
Productive myopia
Dismantling Contemporary Deficit Thinking
Empowering Minority Students
Creating Difference
Making Public Schools Business-Like … Again
Hegemonic Multiculturalism
Democratic education in neoliberal and neoconservative times
Bilingualism and Special Education
Exclusivity, Exclusion, and Social Class in Urban Education Markets in the United Kingdom
The Generalizability of Critical Thinking
| Citations per year | 2.71 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |