Re-envisioning Teacher Education: Using DisCrit Perspectives to Disrupt Deficit Thinking

Authors

Kathleen M. Olmstead, The College at Brockport, SUNYFollow
Kathleen Colantonio-Yurko, The College at Brockport, SUNYFollow
Jennifer Randhare Ashton, The College at Brockport, SUNYFollow
Logan T. Rath, The College at Brockport, SUNYFollow

Abstract

This paper suggests that teacher educators engage in research that investigates practices and curriculum to consider how they might best confront issues of equity and deficit thinking in individual courses and disciplines. Rooted in the tenets of culturally responsive teaching and culturally sustaining pedagogy, the authors explore how DisCrit theory further informs understandings of hegemonic schooling practices, imploring faculty to upset the implicitly biased narratives that are so often reproduced in teacher education.

Recommended Citation

Olmstead, Kathleen M.; Colantonio-Yurko, Kathleen; Randhare Ashton, Jennifer; and Rath, Logan T. (2019) "Re-envisioning Teacher Education: Using DisCrit Perspectives to Disrupt Deficit Thinking," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 4: Iss. 1, Article 4.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol4/iss1/4

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