Abstract
Deficit discourse refers to disempowering patterns of thought, language, and practice that perceive, label, and treat people as deficient or as failures. Strategies for eliminating deficit discourse in and surrounding the system of education involve implementing and promoting principles of social inclusion and social justice. Incorporating social inclusion and social justice principles in educational practices and educational discourse will encourage educators to value and motivate all of their students to achieve their goals, which can shift the outlook and discourse of external stakeholders. During this focused discussion, I address the ethical concerns connected to the perpetuation of deficit discourse in education by educators. I share best practices and elicit insight and best practices from attendees. The discussion will conclude with dialogue concerning post-pandemic implications our global education systems may face if deficit discourse is not addressed.
Presenters
Barbara Garcia PowellStudent, Ph.D. Educational Leadership and Higher Education, Prairie View A&M University (Prairie View, Texas), Texas, United States Myriah Hampton
Student, PhD, Prairie View A&M University, United States Tyre’ Jenkins
Doctoral Candidate, Division of Education and Counseling, Xavier University of Louisiana , Louisiana, United States
Details
Presentation Type
Theme
Learner Diversity and Identities
KEYWORDS
Deficit Discourse, Marginalized Groups, Social Inclusion, Social Justice, Student Achievement
Digital Media
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