Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools

《Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools》

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作者单位: [Sharma, Manu] Univ Toronto, Masters Teaching Programme, Toronto, ON, Canada. Sharma, M (reprint author), Univ Toronto, Ontario Inst Studies Educ, Fac Educ, Masters Teaching Programme, 252 Bloor St West, Toronto, ON M5S IV6, Canada. E-Mail: manu.sharma.educator@gmail.com

摘要: This article draws awareness to the subtle and seeping common sense mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the roots of deficit thinking: (a) pseudo-scientific, (b) sociological-cultural, and (c) socioeconomic. This article examines the serious ethical implications of disengagement, internalized deficit beliefs, and being pushed out of school that arise from each framework. I argue that these implications, in conjunction with neoliberal agendas for schooling, have a double negative impact on the schooling experiences of racially marginalized students who attend inner-city schools.