ERIC Number: EJ1076674
Record Type: Journal
Publication Date: 2015-Nov
Abstractor: As Provided
Reference Count: 37
The Push and the Pull: Deficit Models, Ruby Payne, and Becoming a "Warm Demander"
Boucher, Michael L.; Helfenbein, Robert J.
Urban Review: Issues and Ideas in Public Education, v47 n4 p742-758 Nov 2015
Despite a caveat at the end of "A Framework for Understanding Poverty"(1996/2005), Ruby Payne's deficit model has led researchers to criticize her effect on White pre-service teaching students (Smiley and Helfenbein in "Multicult Perspect" 13(1):5-15, 2011; Gorski in "Educ Leadersh" 65:32-36, 2008a, "Equity Excell Educ 41" (1):130-148, b). However, according to the cover, there are over one million copies of Payne's Framework in circulation and the text remains pervasive in both K-12 school districts and schools of education across the country. As educators will likely encounter the ideas in "the Framework", if not the text itself, in their teacher education program or shortly thereafter, this paper suggests that those who teach the teachers explicitly engage in a critical dialogue with the Framework in the hopes of leading educators to deeper understandings of their own positionality in teaching the Other. The authors propose a cultural studies approach that seeks to contextualize both the discursive strategies of the Framework but also to disrupt the "perceived wisdom" of the majoritarian narratives in Payne's book as illustrated by the "push and pull" experienced by this teacher. By using data and counter-storytelling, teacher educators can lead teacher candidates to observe the struggles of teachers in the field and infuse a more ethical foundation for their interactions with the Other (Solórzano and Yosso in "Qual Inq" 8(1):23-44, 2002).
Descriptors: Models, Preservice Teacher Education, Whites, Preservice Teachers, Elementary Secondary Education, Books, Poverty, Social Distance, Ethics, Story Telling
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A