Pathologizing Practices: The Impact of Deficit Thinking on Education
The authors describe how minority children are prevented from achieving their full potential in schools when their lives and cultures are labeled as marginal or even pathological. They examine educational and cultural situations among Navaho, Maori, and Bedouin peoples in their relationships with educators and members of the wider community. Many a
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M2 MINORITIZING AS A WAY OF PATHOLOGIZING
M3 PATHOLOGIZING THE LIVED EXPERIENCES
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Abu-Saad Anglo attitudes Bedouin Arab Bedouin children Bedouin communities Bedouin parents Bedouin schools Bedouin teacher believe blame challenge chapter child classroom colonial context curriculum deficit theorizing deficit thinking dents despite diaspora dominant discourse education system educational achievement effect English example experiences of children families heritage language Hispanic Human Rights Watch identified impact indigenous inequities institutions interactions interviewees Israel Juan School District Kincheloe knowledge land learning lived experiences Maori children Maori language Maori students marginalization minoritized children minoritized groups minoritized students Moreover Native American Navajo language Navajo Nation Negev Bedouin non-Bedouin teacher outcomes Pakeha participation pathologizing discourses pathologizing practices pathologizing the lived pedagogical perceived perpetuated perspectives policies policymakers population position problems programs pupils relations relationships role San Juan County San Juan School sedentarization self-determination settlers SJSD society structures teaching tion townships traditional Treaty of Waitangi tural understand unrecognized localities Valencia Zealand