Often times, urban
school principals blame the background of the students as the source of the
school failure. Instead of being optimistic to find solutions to improve school
quality, the principals become so frustrated with the condition they have in
the buildings. Blaming the condition of
the school (race: black, Latino or Asian, low social economic status of the
students) as an inevitable situation that engenders failure is then called deficit theory (Flessa, 2009). On the other hand, Gorsky (2008) suggest that
every teacher and principal need to adopt intercultural
education as the way to see the difference at schools. These two different
perspectives of how we deal with the diversity in the schools are very relevant
with today’s world, which has no more borders for the countries. In this
article, I will discuss: deficit theory, intercultural or multicultural
education and what are the connections with my experiences.
Deficit Theory
Rosenblum and
Travis (2012), and Flessa (2009) correlated deficit theory with stigmatizing
people: by stereotyping black, Latino, Native American, gay, disabled people,
and people living in poverty as the source of the problems. Rosenblmum and
Travis (2012), and Flessa (2009) see the deficit frameworks as whole ethnics
groups; meanwhile some authors that I read in week 3 through week 5 of EAD 822
focus on certain fields. Lucas, Henze, and Donato (1990) for instance, describe
the deficit frameworks from the language point of view (that mostly schools
failed to meet the need of Latino students who have different language as
American students’), McKenzie (2009) depicted the stigma against students color
(by questioning why schools in general, were not being successful with students
of color), Seifert (2007) has more specific concern on spiritual identities (that
Christian students experience formal privilege in the institution’s calendar,
physical facilities, and on-campus dining options that non-Christians never get).
In addition, the videos (Opportunity is
Racialized, People like Us, A Girl Like Me, and 2009 NNOMY Conference),
they address deficit theory of the diversity in general. Gorski (2008) made a
clear definition about deficit theory, “an approach for justifying inequality
that is enjoying resurgence in Western world today” (p.518). Moreover, deficit theory has been used
throughout history to justify imperial pursuits and still be used in similar
ways today, for instance to justify imperial US intervention in the Middle East
(Gorski, 2008). Delpit (2006) in her book problematized the fact that black
teachers and students commonly experienced that they are stereotyped as hinders
of the successful of the schools. From all the authors and videos that I
reviewed, I can conclude that deficit theory is a stereotype made by certain
group to address some groups (race, gender, spiritual identity, economic
status, etc) as the sources of problem, or as justifying reason to do certain
actions. Deficit theory is very acute illness that needs to be cured because
this perception can influence others from generation to generation. I agree
with Seifert (2007) that deficit theory also happens on the privilege on
certain religion, and it happens almost all part of the world. I also support
the idea of Gorski (2008) that deficit theory is now used by certain countries
to invade and to intervene other nations.
Intercultural Education
Intercultural or
multicultural education is considered to be one of effective remedies to the
deficit theory. Rosenblum and Travis (2012) suggested that “what anthropologist
must do is not to make sure that ideas of “ethnicity” and “ethnic identity” do
not become perceived as hereditary, permanent, and unalterable, but remain
fluid forms of identity that will make us all multicultural” (p.55). In
line with this, Delpit (2006) suggested that all black, white, Indian, Hispanic,
or Asian must some way make a one better world until we can see the world as
others see it. Further, Seifert (2007) asserted that the education should also
address a community in which all students feel safe to practice and share their
spiritual beliefs and supported in learning about the spiritual beliefs of
others. However, the idea of intercultural education is not enough. We will
never be able to overcome the deficit theory with merely discussing and
promoting multicultural education without addressing the fulfillment of the
social justice in the community (Gorski, 2008). Gorski (2008) contended that to
make a significant change to the issue of deficit theory, the first and the
foremost need to do is creating the establishment and maintenance of an
equitable and just world. In addressing multicultural education issues, I do
agree with the Idea of Gorski (2008) that cultural awareness is not enough, but
all of us should work together (not just rely on government) to help others
create freedom, justice and welfare. As an educator, we need to adopt the idea of
Gorski (2008) by making a real action such as: doing home visit to minority
students’ parents, making charity action for the poor, making a real action in
rejecting deficit theory, etc. I also
agree with the idea of Delpit (2006) that we are not supposed to merely
tolerate diversity in the classroom, instead we as teachers or principals need
to revel in the diversity of the students and that of the world outside the
classroom community.
Connection to my Experiences
I
never heard about deficit theory before, yet after reading the definition and
examples given by the authors these three weeks, I realize that the deficit
theory does exist in my school. I teach in an International Standard School (SMA 1 Batanghari, Indonesia) in which the
students need to pay more for the facilities and resources they get. Not all
students can study in this school; because of the high stakes test for the
enrolment and the additional fee they need to pay. In addition, since Islam is
compulsory to be taught and it is part of the curriculum; as a result, the
students non- Muslim need to leave the class and find other times to study and
non-Muslim teacher to teach them. The school does not facilitate the time,
teacher, or room for students who are not Muslims. I summarize that those two
kinds of discrimination (school fee and religion class) can be categorized as
deficit theory. Therefore, if I become a principal someday, I will promote
intercultural education and make sure that all students get the same right at
school. I will make a real action by asking local and central government to
subsidize the low SES students in order to enable them to study in the
international standard school. I will
also facilitate non-Muslim students to have the religion teachers so that they
can study religion at the same time as Muslim students.
All
in all, deficit theory can happen anywhere and may become an acute problem that
need to be remedied by all of us. We need to have the same perception that
diversity is the strong capital to build this globe. Because we share the same
earth, we need to have strong tolerance value in this multicultural world. We also
need to help others get the same privilege, freedom and justice, in order to be
able to see the same world as all people see the world.
References:
Delpit,
L. (2006) Other Peoples Children:
Cultural Conflict in the Classroom. New York: New Press.
Flessa,
J. (2009). Urban school principals, deficit frameworks, and implications for
leadership. Journal of School Leadrship.
Gorski,
P. (2008). Good intentions are not enough: A decolonizing intercultural
education. Intercultural Education, 19(6),
515-525
Lucas,
T., Henze, R., & Donato, R. (1990). Promoting the success of latino
language minority students. An exploratory study of six high schools. Harvard Educational Review, 60, 315-400.
McKenzie,
K.B. (2000). Emotional Abuse of Students of Color: The Hidden Humanity in our
Schools. International Journal of
Qualitative Studies in Education.
Rosenblum,
K. and Travis, T-M. (2013). The Meaning
of Difference: American Constructions of Race, Sex, and Gender, Social Class,
Sexual Orientation, and Disability. New York: McGraw-Hill. (6th
Edition).
Seifert,
T.A. (2007). Understanding Christian privilege: Managing the tensions of spiritual
plurality. Educational Administration
Quarterly.
Videos:
Opportunity is
Racialized
People like Us, A Girl Like Me
2009 NNOMY Conference)
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