Date of Award
Master of Science (MS)
Transformative Education and Social Change
John Elmore Ph.D
Curry Malott Ph.D
Dana Morrison Ph.D
The purpose of this critical action research is to increase awareness of deficit perspectives that damages the academic outcomes of diverse students while offering approaches to address them. Theories of decolonialism, culturally responsive pedagogy, and place-based education will be discussed as they are able to pull back the raciallyinformed curtain of bias development. These theories come together in a 4-day series of workshops that seeks to inform educators of their damaging thinking in an effort to negate it before they enter their classrooms. Through reflection, cultural-perspective taking, and relationship building, educators can gain skills to acknowledge systems of oppression that influence their students' lives and academic outcomes. This work encourages educators to take responsibility for the relationships they form, remaining conscious of the community they are there to serve.
Dorschutz, Madison, "Deschooling Deficit Perspectives: An Exploration of Culture and Place for Educators" (2020). West Chester University Master’s Theses. 176.
Other Teacher Education and Professional Development Commons, Social and Philosophical Foundations of Education Commons