Deficit thinking is a pseudoscience founded on racial and class
bias. It "blames the victim" for school failure instead of
examining how schools are structured to prevent poor students and
students of color from learning. Dismantling Contemporary Deficit
Thinking provides comprehensive critiques and anti-deficit thinking
alternatives to this oppressive theory by framing the linkages
between prevailing theoretical perspectives and contemporary
practices within the complex historical development of deficit
thinking.
Dismantling Contemporary Deficit Thinking examines the ongoing
social construction of deficit thinking in three aspects of current
discourse ? the genetic pathology model, the culture of poverty
model, and the "at-risk" model in which poor students, students of
color, and their families are pathologized and marginalized.
Richard R. Valencia challenges these three contemporary components
of the deficit thinking theory by providing incisive critiques and
discussing competing explanations for the pervasive school failure
of many students in the nation's public schools. Valencia also
discusses a number of proactive, anti-deficit thinking suggestions
from the fields of teacher education, educational leadership, and
educational ethnography that are intended to provide a more
equitable and democratic schooling for all students.
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