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Challenging deficit discourses in international education and development
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Research and policy in international education has often been framed in terms of a deficit discourse. For instance, policy debates on women’s literacy and education have begun by positioning women ...
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“conversations about students who are at risk imply that they are likely to fail”
From What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019) · cites this paper as Aikman et al., 2016
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“However, deficit thinking can manifest in either or both of these assumptions”
From What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019) · cites this paper as Aikman et al., 2016
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“Scholars have argued that deficit thinking can be reinforced by labels that imply individual deficiencies”
From What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019) · cites this paper as Aikman et al., 2016
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“For example, deficit thinking perpetuates dominant narratives that education lifts people out of poverty and is the solution to addressing inequalities (Aikman et al., 2016) while ignoring the role that educational systems also play in reinforcing social inequities.”
From What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019) · cites this paper as Aikman et al., 2016
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“scholars highlight how deficit views are infused into policy debates (Aikman et al., 2016; Knight, 2002; Smit, 2012) and deeply embedded in educational institutions (Sleeter, 2004; Weiner, 2003).”
From What Is Deficit Thinking? An Analysis of Conceptualizations of Deficit Thinking and Implications for Scholarly Research (2019) · cites this paper as Aikman et al., 2016
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Cited by
Patton Davis, L., & Museus, S. D. (2019) · Currents: Journal of Diversity Scholarship for Social Change · doi:10.3998/currents.17387731.0001.110 · Cited by 221
Metadata
- Authors
- Aikman, S., Robinson-Pant, A., McGrath, S., Jere, C. M., Cheffy, I., Themelis, S., & Rogers, A.
- Affiliations
- University of East Anglia (GB)
- University of Nottingham (GB)
- SIL Global (US)
- Venue
- Compare: A Journal of Comparative and International Education
- Publisher
- Informa UK Limited
- Published
- 2016-03-02
- Volume
- 46
- Issue
- 2
- Pages
- 314-334
- ISSN
- 0305-7925 (ISSN-L)
- 1469-3623
- OpenAlex
- W2296183812
- Cited by
- 42
- References
- 0
- Citations by year
- 2026: 5 · 2025: 4 · 2024: 4 · 2023: 5 · 2022: 7 · 2021: 6 · 2020: 3 · 2019: 7 · 2017: 1
- FWCI
- 13.49
- Type
- journal article
- Language
- en
- Open access
- green
- ueaeprints.uea.ac.uk
- Locations
- Compare A Journal of Comparative and International Education (publishedVersion)
- UEA Digital Repository (University of East Anglia) (submittedVersion)
- Topics
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Gender, Education, and Development Issues
- Social Sciences › Education › Global Education and Multiculturalism
- Keywords
- deficit discourse, international education, development, women's literacy, gender and education, education policy, critical discourse analysis
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