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010 a| 2019046195z| 2019918535;

020 a| 9780367428112q| (hardback);

020 a| 9780367409609q| (paperback);

020 z| 9780367855581q| (ebook);

035 a| (WaSeSS)ssj0002255214;

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050 00 a| LC213b| .V35 2020;

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100 1 a| Valencia, Richard R.=| ^A312814;

245 10 a| International deficit thinkingh| [electronic resource] :b| educational thought and practice /c| Richard R. Valencia, Professor Emeritus, Department of Educational Psychology, The University of Texas at Austin.;

260 a| New York :b| Routledge, Taylor & Francis Group,c| 2020.;

300 a| xxvii, 276 pages ;c| 23 cm;

504 a| Includes bibliographical references and index.;

506 a| Available only to authorized users.;

520 a| "International Deficit Thinking: Educational Thought and Practice explores the incontrovertible reality of the persistent and pervasive academic achievement gap in many countries between marginalized students (primarily of color) and their economically advantaged White counterparts. For example, International Deficit Thinking discusses the cases of low-socioeconomic Black and Mexican American students in the U.S., Indigenous Maori students in New Zealand, and immigrant Moroccan and Turkish pupils in Belgium. The predominant theoretical perspective that has been advanced to explain the school failure of marginalized students is the deficit thinking paradigm-a parsimonious, endogenous, and pseudoscientific model that blames such students as the makers of their own school failure. Deficit thinking asserts that the low academic achievement of many marginalized students is due to their limited intellectual ability, poor academic achievement motivation, and being raised in dysfunctional families and cultures. Drawing from, in part, critical race theory, systemic inequality analysis, and colonialism/postcolonialism, award-winning author and scholar Richard Valencia examines deficit thinking in education in 16 countries (e.g., Canada; Peru, Australia; England; India; South Africa). He seeks to (a) document and debunk deficit thinking as an interpretation for school failure of marginalized students; (b) offer scientifically defensible counternarratives for race-, class-, language-, and gender-based differences in academic achievement; (c) provide suggestions for workable and sustainable school reform for marginalized students"--c| Provided by publisher.;

538 a| Mode of access: World Wide Web;

650 0 a| Educational equalizationv| Cross-cultural studies.=| ^A589329;

650 0 a| Academic achievementv| Cross-cultural studies.=| ^A8828;

650 0 a| Education reformv| Cross-cultural studies.?| UNAUTHORIZED;

650 0 a| Discrimination in educationv| Cross-cultural studies.=| ^A8703;

655 0 a| Electronic books.=| ^A491897;

856 40 z| Full text available from Taylor & Francis eBooksu| https://go.openathens.net/redirector/ecu.edu?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9780367855581;

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International deficit thinking educational thought and practice / Richard R. Valencia, Professor Emeritus, Department of Educational Psychology, The University of Texas at Austin.

Author/creator	Valencia, Richard R.
Format	Electronic
Publication Info	New York : Routledge, Taylor & Francis Group, 2020.
Description	xxvii, 276 pages ; 23 cm
Supplemental Content	Full text available from Taylor & Francis eBooks
Subjects	Educational equalization--Cross-cultural studies. Academic achievement--Cross-cultural studies. Education reform--Cross-cultural studies. Discrimination in education--Cross-cultural studies.

Abstract	"International Deficit Thinking: Educational Thought and Practice explores the incontrovertible reality of the persistent and pervasive academic achievement gap in many countries between marginalized students (primarily of color) and their economically advantaged White counterparts. For example, International Deficit Thinking discusses the cases of low-socioeconomic Black and Mexican American students in the U.S., Indigenous Maori students in New Zealand, and immigrant Moroccan and Turkish pupils in Belgium. The predominant theoretical perspective that has been advanced to explain the school failure of marginalized students is the deficit thinking paradigm-a parsimonious, endogenous, and pseudoscientific model that blames such students as the makers of their own school failure. Deficit thinking asserts that the low academic achievement of many marginalized students is due to their limited intellectual ability, poor academic achievement motivation, and being raised in dysfunctional families and cultures. Drawing from, in part, critical race theory, systemic inequality analysis, and colonialism/postcolonialism, award-winning author and scholar Richard Valencia examines deficit thinking in education in 16 countries (e.g., Canada; Peru, Australia; England; India; South Africa). He seeks to (a) document and debunk deficit thinking as an interpretation for school failure of marginalized students; (b) offer scientifically defensible counternarratives for race-, class-, language-, and gender-based differences in academic achievement; (c) provide suggestions for workable and sustainable school reform for marginalized students"-- Provided by publisher.
Bibliography note	Includes bibliographical references and index.
Access restriction	Available only to authorized users.
Technical details	Mode of access: World Wide Web
Genre/form	Electronic books.
LCCN	2019046195 2019918535
ISBN	9780367428112 (hardback)
ISBN	9780367409609 (paperback)
ISBN	(ebook)

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International deficit thinking educational thought and practice / Richard R. Valencia, Professor Emeritus, Department of Educational Psychology, The University of Texas at Austin.

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