643
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Internalised deficit perspectives: positionality in culturally responsive pedagogical frameworks

ORCID Icon
Received 02 Jun 2023, Accepted 23 Feb 2024, Published online: 06 Mar 2024

References

  • Adam, H., and M. Byrne. 2023. “‘I’m Not from a Country, I’m from Australia.’ Costumes, Scarves, and Fruit on Their Heads: The Urgent Need for Culturally Responsive Pedagogy When Sharing Diverse Books with Children.” The Australian Educational Researcher. 10.1007/s13384-023-00631-x.
  • Anlimachie, M. A., M. Kojo Abreh, D. Yaw Acheampong, S. Badu, S. Alluake, and D. Newman. 2023. “Enacting Culturally Responsive Pedagogy for Rural Schooling in Ghana: A School-Community-Based Enquiry.” Pedagogy Culture & Society. https://doi.org/10.1080/14681366.2023.2205861.
  • Anzaldúa, G. 1987. Borderlands la Frontera: The New Mestiza. San Francisco, CA: Aunt Lute Books.
  • Baak, M. 2019. “Racism and Othering for South Sudanese Heritage Students in Australian Schools: Is Inclusion Possible?” International Journal of Inclusive Education 23 (2): 125–141. https://doi.org/10.1080/13603116.2018.1426052.
  • Bourdieu, P. 1990. The Logic of Practice. California: Stanford University Press.
  • Cabiles, B. 2021. “Towards a Pedagogy of Discomfort in Culturally and Linguistically Diverse Classrooms.” The International Education Journal: Comparative Perspectives 20:23–38.
  • Cabiles, B. 2022, Winter. “Encountering Voice and Agency in Researching with Children.” British Educational Research Association Research Intelligence 2022/23 (153): 21.
  • Candela, A. 2005. “Students’ Participation as Co-Authoring of School Institutional Practices.” Culture & Psychology 11 (3): 321–337. https://doi.org/10.1177/1354067X05055523.
  • Coyle, D. 2007. “Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies.” International Journal of Bilingual Education and Bilingualism 10 (5): 543–562.
  • Davis, B. P., and J. Walsh. 2020. “The Politics of Positionality: The Difference Between Post-,Anti-, and de-Colonial Methods.” Culture, Theory & Critique 61 (4): 374–388.
  • Debnam, K. J., L. Henderson Smith, D. Aguayo, W. M. Reinke, and K. C. Herman. 2023. “Nominated Exemplar Teacher Perceptions of Culturally Responsive Practices in the Classroom.” Teaching & Teacher Education 125:1–12. https://doi.org/10.1016/j.tate.2023.104062.
  • Delpit, L. 2006. Other People’s Children: Cultural Conflict in the Classroom. New York: The New Press.
  • Du Bois, W. E. B. 1995. The Souls of Black Folk. Oxford: Oxford University Press.
  • Duff, P. A. 2002. “The Discursive Co-Construction of Knowledge, Identity, and Difference: An Ethnography of Communiction in the High School Mainstream.” Applied Linguistics 23 (3): 289–322.
  • Erling, E. J., A. Foltz, F. Siwik, and M. Brummer. 2022. “Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility.” Languages 7 (186): 1–22.
  • Fanon, F. 1967. Black Skin, White Masks. New York: Grove Press.
  • Foley, D. E. 1997. “Deficit Thinking Models Based on Culture: The Anthropological Protest.” In The Evolution of Deficit Thinking: Educational Thought and Practice, edited by R. R. Valencia, 113–131. London: Falmer Press.
  • Freire, P. 2005. Pedagogy of the Opressed. New York: The Continuum International Publishing Group Inc.
  • Garces-Bacsal, R. M., R. Tupas, N. Mohamed Alhosani, and H. Elhoweris. 2021. “Teachers’ Perceptions of Diversity and ‘Others’ in United Arab Emirates (UAE) Schools.” Pedagogy Culture & Society 1–19. https://doi.org/10.1080/14681366.2021.2011774.
  • García, O., and W. Li 2015. “Translanguaging, Bilingualism, and Bilingual Education.” In The Handbook of Bilingual and Multilingual Education, edited by W. E. Wright, S. Boun and O. García, 29–46. West Sussex, UK: John Wiley and Sons, Inc.
  • Gay, G. 2002. “Preparing for Culturally Responsive Teaching.” Journal of Teacher Education 53 (2): 106–116. https://doi.org/10.1177/0022487102053002003.
  • Gay, G. 2018. Culturally Responsive Teaching: Theory, Research, and Practice. New York, NY: Teachers College, Columbia University.
  • González, N. 2005. “Beyond Culture: The Hybridity of Funds of Knowledge.” In Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms, edited by N. González, L. C. Moll, and C. Amanti, 29–46. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  • Grant, S. 2023. “For Years I’ve Been a Media Target for Racism and Paid a Heavy Price. For Now, I Want No Part of It – I’m Stepping Away.” In ABC News. Melbourne, Australia: Australian Broadcasting Company.
  • Hage, G. 2000. White Nation: Fantasies of White Supremacy in a Multicultural Society. Oxfordshire: Routledge.
  • Harré, R. 2015. “Positioning Theory.” In The Wiley Handbook of Theoretical and Philosophical Psychology: Methods, Approaches, and New Directions for Social Sciences, edited by J. Martin, J. Sugarman, and K. L. Slaney, 263–276. West Sussex, UK: John Wiley & Sons, Ltd.
  • Hekman, S. 1997. “Truth and Method: Feminist Standpoint Theory Revisited.” University of Chicago Press 22 (2): 341–365.
  • Hickey-Moody, A., and C. Horn. 2022. “Family Stories as Resources for a Decolonial Culturally Responsive Pedagogy.” Discourse: Studies in the Cultural Politics of Education 43 (5): 804–820.
  • Jilani, S. 2023. “Becoming in a Colonial World: Approaching Subjectivity with Fanon.” Textual Practice 1–18. https://doi.org/10.1080/0950236X.2023.2243908.
  • Keddie, A. 2012. Educating for Diversity and Social Justic. New York: Routledge.
  • Kenway, J., and J. McLeod. 2004. “Bourdiue’s Reflexive Sociology and ‘Spaces of Points of view’: Whose Reflexivity, Which Perspective?” British Journal of Sociology of Education 25 (4): 525–544.
  • Kincheloe, J. L., and P. McLaren. 2000. “Rethinking Critical Theory and Qualitative Research.” In Handbook of Qualitative Research, edited by N. K. Denzin and Y. S. Lincoln, 279–314. Thousand Oaks, CA: Sage Publications, Inc.
  • Ladson-Billings, G. 1995. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491.
  • Ladson-Billings, G. 2014. “Culturally Relevant Pedagogy 2.0: A.K.a. the Remix.” Harvard Educational Review 84 (1): 74–84.
  • Lahiri-Roy, R., N. Belford, and N. Sum. 2023. “Transnational Women Academics of Colour Enacting ‘Pedagogy of discomfort’: Positionality Against a ‘Pedagogy of Rupture.” Pedagogy Culture & Society 31 (3): 339–357. https://doi.org/10.1080/14681366.2021.1900345.
  • Liddicoat, A. J., and T. Jowan Curnow. 2014. “Students’ Home Languages and the Struggle for Space in the Curriculum.” International Journal of Multilingualism 11 (3): 273–288.
  • Maher, F. A., and M. Kay Tetreault. 1993. “Frames of Positionality: Constructing Meaningful Dialogues About Gender and Race.” Anthropological Quarterly 66 (3): 118–126.
  • Mansouri, F., and A. Trembath. 2005. “Multicultural Education and Racism: The Case of Arab-Australian Students in Contemporary Australia.” International Education Journal 6 (4): 516–529.
  • Mellom, P. J., R. Straubhaar, C. Balderas, M. Ariail, and P. R. Portes. 2018. “They Come with nothing: How Professional Development in a Culturally Responsive Pedagogy Shapes Teacher Attitudes Towards Latino/A English Language Learners.” Teaching & Teacher Education 71:98–107. https://doi.org/10.1016/j.tate.2017.12.013.
  • Menchaca, M. 1997. “Early Racist Discourse: Roots of Deficit Thinking.” In The Evolution of Deficit Thinking: Educational Thought and Practice, edited by R. R. Valencia, 13–40. London: The Falmer Press.
  • Mills, C. 2008. “Reproduction and Transformation of Inequalities in Schooling: The Transformative Potential of the Theoretical Constructs of Bourdieu.” British Journal of Sociology of Education 29 (1): 79–89.
  • Moll, L. C., C. Amanti, D. Neff, and N. González. 1992. “Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.” Theory into Practice 31 (2): 132–141. https://doi.org/10.1080/00405849209543534.
  • Morrison, A., L.-I. Rigney, R. Hattam, and A. Diplock. 2019. Culturally Responsive Pedagogy: A Narrative Literature Review. Australia: University of South Australia.
  • Morrison, K. A., H. H. Robbins, and D. Gregory Rose. 2008. “Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research.” Equity & Excellence in Education 41 (4): 433–452.
  • NHMRC (National Health and Medical Research Council). 2007. National Statement on Ethical Conduct in Human Research. Australia: Commonwealth of Australia.
  • Nieto, S. 1999. The Light in Their Eyes: Creating Multicultural Learning Communities. New York, NY: Teachers college Press.
  • Norton-Pierce, B. 1994. “Language Learning, Social Identity, and Immigrant Women.” Annual Meeting of the Teachers of English to Speakers of Other Languages, Baltimore.
  • Paradies, Y. C. 2006. “Defining, Conceptualizing and Characterizing Racism in Health Research.” Critical Public Health 16 (2): 143–157. https://doi.org/10.1080/09581590600828881.
  • Parsons, E. R. C. 2008. “Positionality of African Americans and a Thoretical Accomodation of It: Rethinking Science Education Research.” Science Education 92 (6): 1127–1144.
  • Patchen, T. 2012. “Capitalizing on participation: Latina/o adolescents and the classroom economy.” The Urban Review 44 (5): 511–533.
  • Pearl, A. 1997. “Democratic Education as an Alternative to Deficit Thinking.” In The Evolution of Deficit Thinking: Educational Thought and Practice, edited by R. R. Valencia, 211–241. London: The Falmer Press.
  • Pirbhai-Illich, F. S. P., and F. Martin, Eds. 2017. Culturally Responsive Pedagogy: Working Towards Decolonization, Indigeneity, and Interculturalism. Switzerland: Palgrave Macmillan.
  • Reay, D. 2004. “‘It’s All Becoming a habitus’: Beyond the Habitual Use of Habitus in Educational Research.” British Journal of Sociology of Education 25 (4): 431–444.
  • Reay, D. 2015. “Habitus and the Psychosocial: Bourdieu with Feelings.” Cambridge Journal of Education 45 (1): 9–23. https://doi.org/10.1080/0305764X.2014.990420.
  • Rigney, L.-I. 2020. “Aboriginal Child as Knowledge Producer: Bringing into Dialogue Indigenist Epistemologies and Culturally Responsive Pedagogies for Schooling.” In Routledge Handbook of Critical Indigenous Studies, edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin, 578–590. London: Routledge.
  • Rigney, L.-I., and S. Kelly. 2023. “Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles.” Discourse: Studies in the Cultural Politics of Education 44 (1): 147–161.
  • Rolin, K. 2009. “Standpoint Theory as a Methodology for the Study of Power Relations.” Hypatia 24 (4): 218–226.
  • Rudolph, S. 2013. “Whiteness in education: How are notions of educational success in Australia influenced by images of whiteness?.” In Images of Whiteness, edited by C. Behar and A. Chung, 207–220. Oxford: Inter-Disciplinary Press.
  • Seet, A. Z. 2021. “Serving the White Nation: Bringing Internalised Racism within Sociological Understanding.” Journal of Sociology 57 (2): 213–230. https://doi.org/10.1177/1440783319882087.
  • Skutnabb-Kangas, T., and P. Robert. 2010. “The Global Politics of Language: Markets, Maintenance, Maginalization, or Murder?” In The Handbook of Language and Globalization, edited by N. Coupland, 77–100. West Sussex: Wiley-Blackwell.
  • Sleeter, C. E. 2012. “Confronting the Marginalization of Culturally Responsive Pedagogy.” Urban Education 47 (3): 562–584.
  • Sriprakash, A., S. Rudolph, and J. Gerrard. 2022. Learning Whiteness. London: Pluto Press.
  • Stacey, M. 2022. “Deficit Discourses and teachers’ Work: The Case of an Early Career Teacher in a Remote Indigenous School.” Critical Studies in Education 63 (1): 64–79.
  • Stanton-Salazar, R. D. 1997. “A Social Capital Framework for Understanding the Socialisation of Racial Minority Children and Youths.” Harvard Educational Review 67 (1): 1–40.
  • Takacs, D. 2002. “Positionality, Epistemology, and Social Justice in the Classroom.” Social Justice 29 (4): 168–181.
  • Thompson, J. B. 1991. “Editor’s Introduction.” In Language and Symbolic Power, edited by J. B. Thompson, 1–31. Cambridge: Polity Press.
  • Valencia, R. R. 1997. The Evolution of Deficit Thinking: Educational Though and Practice. Washington, DC: The Falmer Press.
  • Valencia, R. R. 2010. Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. New York, NY: Routledge.
  • Valtierra, K. M., and M. C. Whitaker. 2021. “Beliefs or Classroom Context: What Matters Most to Novice Urban teachers’ Enactment of Culturally Responsive Pedagogy?” The Urban Review 53 (5): 857–880.
  • Vertovec, S. 2007. “Super-Diversity and Its Implications.” Ethnic and Racial Studies 30 (6): 1024–1054.
  • Yasin, F. 2021. “The Agents of Autonomy in Decolonising Pedagogy: An Analysis of Autonomy-Facilitating Approaches to Anti-Deficit, Critical, and Culturally Responsive Education for Marginalised Women in Ontario, Canada.” Pedagogy Culture & Society. https://doi.org/10.1080/14681366.2021.1949632.
  • Yu, A., and P. Hosier. 2023. “Federal Government Labels Neo-Nazis ‘Political lunatics’ Following Violent Clash at Anti-Immigration Rally.” In ABC News. Melbourne, Australia: Australian Broadcasting Company.
  • Zamudio, M., J. Bridgeman, C. Russell, and F. Rios. 2009. “Developing a Critical Consciousness: Positionality, Pedagogy, and Problems.” Race Ethnicity and Education 12 (4): 455–472.