Addressing Deficit Constructs through Critical Counter-Narratives and Transformative Coaching

Autor/in	Warren, Erica Adela
Titel	Addressing Deficit Constructs through Critical Counter-Narratives and Transformative Coaching
Quelle	In: Middle School Journal, 54 (2023) 1, S.14-22 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warren, Erica Adela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2022.2142006
Schlagwörter	Middle School Teachers; Transformative Learning; Faculty Development; Early Adolescents; Teacher Attitudes; Teacher Student Relationship; Middle School Students; Advocacy; Story Telling; Negative Attitudes; Educational Practices; Curriculum + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Schüler; Schülerin; Sozialanwaltschaft; Negative Fixierung; Bildungspraxis; Curricula; Lehrplan; Rahmenplan
Abstract	AMLE advocates for educators to respect and value young adolescents. Yet, the narrative surrounding early adolescence in the United States centers chaos, hormones, and emotional drama. Middle school educators repeat or hear some version of this narrative daily, yet it remains unchecked and unaddressed in professional development. Deficit constructs, rooted in damage-centered narratives of young adolescents, influence pedagogy and impact instructional decisions and student outcomes. Although the negative impact of damage-centered narratives is especially visceral on Black, brown, bilingual, and disabled students, all students would benefit from teachers who have had professional development to address damage narratives. This article explores the use of counter-narrative in curricula to shift teachers toward transformative pedagogically productive talk and away from damage-centered narratives and deficit constructs of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01