Getting out of deficit: pedagogies of reconnection

Comber, Barbara and Kamler, Barbara 2004, Getting out of deficit: pedagogies of reconnection, Teaching education, vol. 15, no. 3, pp. 293-310, doi: 10.1080/1047621042000257225.

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Title Getting out of deficit: pedagogies of reconnection
Author(s) Comber, Barbara
Kamler, Barbara
Journal name Teaching education
Volume number 15
Issue number 3
Start page 293
End page 310
Publisher Routledge
Place of publication London, England
Publication date 2004
ISSN 1047-6210
Summary 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.

Language eng
DOI 10.1080/1047621042000257225
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
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