'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, 7 1: 9-19. doi:10.5172/ijpl.2012.7.1.9

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Author Mills, Carmen
Keddie, Amanda
Title 'Fixing' student deficit in contexts of diversity: another cautionary tale for pre-service teacher education
Journal name International Journal of Pedagogies and Learning   Check publisher's open access policy
ISSN 1833-4105
Publication date 2012-10-01
Sub-type Article (original research)
DOI 10.5172/ijpl.2012.7.1.9
Volume 7
Issue 1
Start page 9
End page 19
Total pages 11
Place of publication Toowoomba, QLD, Australia
Publisher University of Southern Queensland, Australia
Collection year 2013
Language eng
Abstract 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.
Keyword Pre-service teacher education
Diversity
Social justice
Deficit views of students
Marginalised students
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Education Publications
 
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Created: Thu, 17 Jan 2013, 22:00:34 EST by Claire Backhouse on behalf of School of Education