No Need to Catch Up: Teaching without a Deficit Lens
Some jokes work only when spoken aloud, and possibly especially when spoken aloud in certain regions of the country, but this one came to mind recently in the context of the impact of Covid-19 on schooling: “This is the worst use of ‘catch up’ in education since the Reagan administration allowed the condiment to count as a vegetable in school lunches.”
As I noted in a Twitter thread, a common response to schools closing during the spring of 2020 because of the pandemic is an editorial (The Post and Courier, Charleston, SC) declaring, Use summer to figure out how to catch up SC students; they’ll need it.
“How do schools help students catch up after the Covid-19 closures?” is the wrong question, grounded in a deficit lens for teaching and learning also found in concepts such as remediation and grade-level reading.
Traditional formal schooling functions under several inter-related ideologies, some of which are contradictory (consider assumptions about the bell-shaped curve and IQ v. the standards movement that seeks to have all students achieve above a normal standard).
Deficit ideologies depend on norms, bureaucratized metrics, against which identified populations (in education, grade levels linked to biological age) can be measured; the result is a formula that labels students in relationship to the CONTINUE READING: No Need to Catch Up: Teaching without a Deficit Lens – radical eyes for equity
