Robust Respect

Crooks, Stacey

doi:10.20360/langandlit29402

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…Auerbach (1989: 169) in her powerful critique contended that many early childhood intervention programmes are based on the assumption that “…the homes of low-income and minority students and of students who speak English as a second language (ESL) [are] "literacy impoverished," with limited reading materials and with parents who neither read themselves nor read to their children”. Crooks (2019) and Reyes and Torres (2007) offered similar criticisms of such programmes. We believe the results of this study with the Lees - an immigrant family from an economically disadvantaged neighbourhood - provide a counter narrative to deficit views of such families as Auerbach and others identified.…”

Section: Discussionmentioning

confidence: 93%

Supporting vocabulary development in a culturally/linguistically diverse family

Anderson

2021

Journal of Early Childhood Literacy

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Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanings in two shared reading sessions. Results indicate the father enacted a number of strategies including: verbal explanations; providing verbal explanations and pointing to the relevant illustration; referencing the child’s previous experiences; and using demonstration and gesture. The findings challenge some of the assumptions about immigrant families and families living in “vulnerable” communities, as well as the role of fathers in young children’s language and literacy development.

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Section: Discussionmentioning

confidence: 93%

Supporting vocabulary development in a culturally/linguistically diverse family

Anderson

2021

Journal of Early Childhood Literacy

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“…In Australia and New Zealand, research has found correlations between teachers' deficit thinking and Indigenous student academic achievement (Hynds, et al, 2017;Riley & Pidgeon, 2019;Sarra et al, 2018;Vass, 2013). A need to challenge deficit thinking has also been theorized by Canadian scholars who have conceptualized how Eurocentrism leads to deficit thinking and the trivialization and exclusion of Indigenous students', Black students', and students of colour's cultural knowledge and epistemologies in the K-12 system (e.g., Crooks, 2019;Kearns, 2020;Mackey, 2021;Stelmach et al, 2017). In general, this scholarship has stressed a need to decolonize deficit thinking with culturally responsive pedagogy.…”

Section: Literature Reviewmentioning

confidence: 99%

Anti-Indigenous Deficit Racism and Cultural Essentialism in K–12 Education: We Want You to Recognize there’s a Problem

Gillies

2023

JCRI

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School divisions in the Canadian Prairies have increasingly implemented Indigenous calls to action in education and, more recently, have committed to anti-racist education. Yet school-based anti-Indigenous racism and how it advantages white students remains a pressing underexplored reality. In response to such injustices and contributing to school divisions’ and teachers’ commitments to anti-racism in the Prairies, this paper argues that white dominance in K–12 education is in part maintained through anti-Indigenous deficit thinking or deficit racism. Drawing from a critical race theory (CRT) qualitative study with 13 Indigenous teachers, this conceptual paper suggests that anti-Indigenous deficit racism operates through three interconnected processes that prevent Indigenous students in the K–12 system from accessing knowledge and opportunities constructed as “Western” or non-Indigenous. These include 1) systemic low expectations regarding Indigenous students’ academic abilities; 2) the withholding of academic educational opportunities from Indigenous students; and 3) the blaming of Indigenous parents for inequitable academic outcomes. Utilizing CRT, I argue that race consciousness and critiques of cultural essentialism can assist with countering such processes.

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