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  • Children resisting deficit: What can children tell us about literate lives?

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    Author(s)
    Baroutsis, A
    Woods, A
    Griffith University Author(s)
    Baroutsis, Aspa
    Year published
    2018
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    Abstract
    Research has demonstrated that teachers who know more about the literate lives of their students outside of the classroom are more able to set up positive connections between home and school. In this article, we theorise the notion of ‘deficit’ discourses in education. Using two cases as examples, we seek to disrupt deficit discourses about children in communities of high poverty. The first case describes children’s responses when asked to draw and talk about learning to write, and highlights children’s explication of the role of the family in literacy learning. The second case describes an outside school media space where ...
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    Research has demonstrated that teachers who know more about the literate lives of their students outside of the classroom are more able to set up positive connections between home and school. In this article, we theorise the notion of ‘deficit’ discourses in education. Using two cases as examples, we seek to disrupt deficit discourses about children in communities of high poverty. The first case describes children’s responses when asked to draw and talk about learning to write, and highlights children’s explication of the role of the family in literacy learning. The second case describes an outside school media space where children engaged over time with a variety of new media and digital texts. These examples make the point that listening to young people can provide surprising insights into children’s aspirations and their understandings of the affordances of learning literacy. Our findings challenge the assumptions that underpin deficit understandings of children and young people growing up in communities of high poverty, and suggest that listening to children and young people in schools may well support the goal of providing quality schooling for all students.
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    Journal Title
    Global Studies of Childhood
    Volume
    8
    Issue
    4
    DOI
    https://doi.org/10.1177/2043610618814842
    Funder(s)
    ARC
    Grant identifier(s)
    LP0990289
    DP150101240
    Copyright Statement
    © The Author(s) 2018. Global Studies of Childhood (GSC), Volume 8 Issue 4, Pages 325-338, 2018. Reprinted by permission of SAGE Publications. Article reuse guidelines at sagepub.com/journals-permissions
    Subject
    Education systems
    Specialist studies in education
    Cultural studies
    Deficit discourses of children
    Literacy
    Poverty
    Student voice
    Publication URI
    http://hdl.handle.net/10072/386487
    Collection
    • Journal articles

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