Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education
Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education
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DOI：
10.1080/02607476.2016.1215546
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发表时间：
2016-10-01
影响因子：
4
通讯作者：
Gorski, Paul C.
中科院分区：
文献类型：
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作者：
Gorski, Paul C.
在这篇文章中，我探讨了三种流行的意识形态的立场，驱动教师和教师教育者的理解，并回应，贫困和经济不公正的学校教育公平的影响：赤字意识形态，砂砾意识形态和结构意识形态。教育者的意识形态立场，我说明，决定了他们的理解条件，如社会经济为基础的结果差距。这些理解反过来又决定了他们所能想象的战略在多大程度上有可能消除或减轻这些差距。然后，我认为，教师教育的公平和经济正义必须装备前和在职教育工作者的贫困和经济不公正的结构性意识形态，基于对结构性不平等和教育成果差距之间的关系的复杂理解，而不是赤字或砂砾意识形态，两者都掩盖了结构性不平等，因此，使教育工作者没有能力进行公平和公正的教学、领导和宣传。
In this article I explore the educational equity implications of three popular ideological positions that drive teachers' and teacher educators' understandings of, and responses to, poverty and economic injustice in schools: deficit ideology, grit ideology, and structural ideology. The educator's ideological position, I illustrate, determines their understandings of conditions such as socio-economic-based outcome disparities. Those understandings, in turn, determine the extent to which the strategies they can imagine have the potential to eliminate or mitigate those disparities. I then argue that teacher education for equity and economic justice must equip pre- and in-service educators with a structural ideology of poverty and economic injustice, based on a sophisticated understanding of relationships between structural inequalities and educational outcome disparities, rather than a deficit or grit ideology, both of which obscure structural inequalities and, as a result, render educators ill-equipped to enact equitable and just teaching, leadership and advocacy.