‘Fixing’ student deficit in contexts of diversity: another cautionary tale for pre-service teacher education

Mills, Carmen and Keddie, Amanda 2012, ‘Fixing’ student deficit in contexts of diversity: another cautionary tale for pre-service teacher education, International journal of pedagogies and learning, vol. 7, no. 1, pp. 9-19, doi: 10.5172/ijpl.2012.7.1.9.

Attached Files
Name Description MIMEType Size Downloads

Title ‘Fixing’ student deficit in contexts of diversity: another cautionary tale for pre-service teacher education
Author(s) Mills, Carmen
Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name International journal of pedagogies and learning
Volume number 7
Issue number 1
Start page 9
End page 19
Total pages 11
Publisher Taylor & Francis
Place of publication Melbourne, Vic.
Publication date 2012-10
ISSN 2204-0552
Keyword(s) pre-service teacher education
social justice
deficit views of students
marginalised students
Summary This article presents one teacher’s perspective on issues of student difference. ‘Elissa’s’ account begins with her views as a pre-service teacher and continues through to her early career teaching. Elissa’s overwhelming tendency to construct students of difference as deficit alongside her efforts to ‘fix’ these deficits to align with an Anglo-Australian middle class ideal strongly resonate with concerns long expressed in the literature about teacher–student cultural discontinuity; teachers’ ill-preparedness for addressing student diversity; and the failure of universities to support pre-service teachers in this respect. Amid broader climates of unprecedented diversity where equity for marginalised groups is a mandated schooling goal, Elissa’s story is another cautionary tale. It further illuminates the gap between the kinds of teachers currently being produced and the kinds of teachers likely to realise social justice through education. As such it provides further warrant for rethinking how best to support teachers to productively address student diversity.
Language eng
DOI 10.5172/ijpl.2012.7.1.9
Field of Research 130202 Curriculum and Pedagogy Theory and Development
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, eContent Management
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087460

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 5 times in TR Web of Science
Scopus Citation Count Cited 4 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 671 Abstract Views, 4 File Downloads  -  Detailed Statistics
Created: Tue, 22 Nov 2016, 13:48:38 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.