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ERIC Number: EJ1111779
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0260-7476
Poverty and the Ideological Imperative: A Call to Unhook from Deficit and Grit Ideology and to Strive for Structural Ideology in Teacher Education
Gorski, Paul C.
Journal of Education for Teaching: International Research and Pedagogy, v42 n4 p378-386 2016
In this article I explore the educational equity implications of three popular ideological positions that drive teachers' and teacher educators' understandings of, and responses to, poverty and economic injustice in schools: deficit ideology, grit ideology, and structural ideology. The educator's ideological position, I illustrate, determines their understandings of conditions such as socio-economic-based outcome disparities. Those understandings, in turn, determine the extent to which the strategies they can imagine have the potential to eliminate or mitigate those disparities. I then argue that teacher education for equity and economic justice must equip pre- and in-service educators with a "structural ideology" of poverty and economic injustice, based on a sophisticated understanding of relationships between structural inequalities and educational outcome disparities, rather than a "deficit" or "grit" ideology, both of which obscure structural inequalities and, as a result, render educators ill-equipped to enact equitable and just teaching, leadership and advocacy.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A