Dismantling Contemporary Deficit Thinking
Educational Thought and Practice
Deficit thinking is a pseudoscience founded on racial and class bias. It "blames the victim" for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking.
Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the "at-risk" model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’s public schools. Valencia also discusses a number of proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students.
228 pages; ISBN 9781136988080
, or download in or
Title: Dismantling Contemporary Deficit Thinking
Author: Richard R. Valencia
Understanding by Design, Expanded 2nd Edition 2005 US$ 32.95 383 pages
Inclusion Strategies for Secondary Classrooms 2010 US$ 38.95 249 pages
The Brain-Targeted Teaching Model for 21st-Century Schools 2012 US$ 36.95 257 pages
The Principal's Guide to School Budgeting 2012 US$ 36.95 273 pages