Getting out of Deficit: Pedagogies of Reconnection

Autor/inn/en	Comber, Barbara; Kamler, Barbara
Titel	Getting out of Deficit: Pedagogies of Reconnection
Quelle	In: Teaching Education, 15 (2004) 3, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Research Design; Poverty; Research Methodology; Family Attitudes; Teacher Researchers; Academic Achievement; Standardized Tests; Literacy; Outcomes of Education; Intervention; Teaching Methods; Teachers; Foreign Countries; Case Studies; Australia + Suchen Sie Ihr Suchwort? Forschungsdesign; Armut; Research method; Forschungsmethode; Lehrerforschung; Schulleistung; Standadised tests; Standardisierter Test; Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrerin; Lehrende; Ausland; Case study; Fallstudie; Case Study; Australien
Abstract	The fact that children growing up in poverty are likely to be in the lower ranges of achievement on standardised literacy tests is not a new phenomenon. Internationally there are a myriad of intervention and remedial programmes designed to address this problem with a range of effects. Frequently, sustainable reforms are curtailed by deficit views of families and children growing up in poverty. This article describes an ongoing research study entitled "Teachers Investigate Unequal Literacy Outcomes: Cross-Generational Perspectives", which made teacher researchers central in examining this long-standing dilemma. It outlines the research design and rationale, and analyses how two early career teachers worked their ways out of deficit analyses of two children they were most worried about. It argues that disrupting deficit discourses and re-designing new pedagogical repertoires to reconnect with children's lifeworlds is a long-term project that can best be achieved in reciprocal research relationships with teachers. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10