Deconstructing Deficit Orientation: Teacher Perceptions of Lived Experiences of Young Children
This conceptual paper explored the fundamental barriers to successful equity training and professional development for teachers. This was done to show the need for a professional development series, based on Ting-Toomey and Chung's (2012) cultural value pattern analysis. Using the theoretical l...
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| Veröffentlicht in: | Texas education review (Austin, Tex.) Tex.), 2023, Vol.11 (1), p.97 |
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| container_title | Texas education review (Austin, Tex.) |
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| creator | Keller Nicol, Marilyn Sherrod, Ambra |
| description | This conceptual paper explored the fundamental barriers to successful equity training and professional development for teachers. This was done to show the need for a professional development series, based on Ting-Toomey and Chung's (2012) cultural value pattern analysis. Using the theoretical lens of post-colonial theory, the authors posit the need for professional development that begins with teacher positioning (Davies & Harré, 1990) for purpose of disrupting deficit-oriented epistemes of sociocultural differences. The conceptual framework contains activities for participants, as well as future recommendations for further training. |
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| fulltext | fulltext |
| identifier | ISSN: 2329-5724 |
| ispartof | Texas education review (Austin, Tex.), 2023, Vol.11 (1), p.97 |
| issn | 2329-5724 2329-5724 |
| language | eng |
| recordid | cdi_eric_primary_EJ1383465 |
| source | ERIC - Full Text Only (Discovery); EZB Electronic Journals Library |
| subjects | Ambiguity (Context) Barriers Colonialism Cultural Differences Cultural Pluralism Disadvantaged Equal Education Experience Faculty Development Family Attitudes Metacognition Power Structure Social Differences Teacher Attitudes Teacher Student Relationship Teachers Training Values Young Children |
| title | Deconstructing Deficit Orientation: Teacher Perceptions of Lived Experiences of Young Children |
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