Speaking Back to the Deficit Discourses: A Theoretical and Methodological Approach

Autor/in	Hogarth, Melitta
Titel	Speaking Back to the Deficit Discourses: A Theoretical and Methodological Approach
Quelle	In: Australian Educational Researcher, 44 (2017) 1, S.21-34 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-017-0228-9
Schlagwörter	Educational Attainment; Indigenous Populations; Pacific Islanders; Ethnic Groups; Self Determination; Foreign Countries; Discourse Analysis; Educational Policy; Language Role; Educational Planning; Civil Rights; Disadvantaged; History; Social Influences; Cultural Influences; Political Influences; Research Methodology; Advocacy; Australia + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Selbstbestimmung; Ausland; Diskursanalyse; Politics of education; Bildungspolitik; Bildungsplanung; Bürgerrechte; Grundrechte; Zivilrecht; Geschichte; Geschichtsdarstellung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Research method; Forschungsmethode; Sozialanwaltschaft; Australien
Abstract	The educational attainment of Aboriginal and Torres Strait Islander students is often presented within a deficit view. The need for Aboriginal and Torres Strait Islander researchers to challenge the societal norms is necessary to contribute to the struggle for self-determination. This paper presents a theoretical and methodological approach that has enabled one researcher to speak back to the deficit discourses. Exemplification of how Indigenous Critical Discourse Analysis (in: Hogarth, "Addressing the rights of Indigenous peoples' in education: A critical analysis of Indigenous education policy," Queensland University of Technology, Brisbane, 2016) identifies the power of language to maintain the inequitable positioning of Aboriginal and Torres Strait Islander peoples within Australian society is provided. Particular focus is placed on the Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 (in: MCEECDYA, "Aboriginal and Torres Strait Islander Education Action Plan (2010-2014)," 2011) and how policy discourses ignore the historical, political, cultural and social factors that influence the engagement and participation of Indigenous peoples in education today. The paper argues for the need to personalise methodological approaches to present the standpoint of the researcher and, in turn, deepens their advocacy for addressing the phenomenon. In turn, the paper presents the need to build on existing Indigenous research frameworks to continue advocating for the position of Indigenous research methodologies within the Western institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01