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ERIC Number: EJ1166150
Record Type: Journal
Publication Date: 2018-Feb
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0013-1245
Seeping Deficit Thinking Assumptions Maintain the Neoliberal Education Agenda: Exploring Three Conceptual Frameworks of Deficit Thinking in Inner-City Schools
Sharma, Manu
Education and Urban Society, v50 n2 p136-154 Feb 2018
This article draws awareness to the subtle and seeping "common sense" mentality of neoliberalism and deficit thinking assumptions about racially marginalized students in inner-city schools. From a literature review conducted on deficit thinking and deficit practices in schools, I developed three different frameworks for understanding the roots of deficit thinking: (a) pseudo-scientific, (b) sociological-cultural, and (c) socioeconomic. This article examines the serious ethical implications of disengagement, internalized deficit beliefs, and being "pushed out" of school that arise from each framework. I argue that these implications, in conjunction with neoliberal agendas for schooling, have a double negative impact on the schooling experiences of racially marginalized students who attend inner-city schools.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A