I have a new piece in JEC addressing teacher education, but in part I also consider the failure of deficit perspectives; see the piece at the link embedded in this excerpt:
"For example, let’s consider briefly one aspect of when teacher education has addressed transformative practices—teaching children from lives in poverty. For more than a decade, colleges of education along with standards for accreditation and requirements for certification have addressed diversity as a central aspect of teacher education, of being a teacher. Recent scholarship on this concern for diversity and the achievement gap among races and socioeconomic groups has shown that when we attempt institutional approaches to critical issues, the result is corrupted by the system itself, resulting in a widespread acceptance of the work of Ruby Payne (1996), work that has no cited research supporting the “framework” and work that reinforces the assumptions (deficit thinking) about race and diversity that are common in our society (Bomer, Dworin, May, & Semingson, 2008; Bomer, Dworin, May, & Semingson, 2009; Dudley-Marling, 2007; Gorski, 2006a; Gorski, 2006b; Gorski, 2008; Thomas, 2009."
