Speaking back to the deficit discourses: a theoretical and methodological approach

Article


Hogarth, Melitta. 2017. "Speaking back to the deficit discourses: a theoretical and methodological approach ." The Australian Educational Researcher. 44 (1), pp. 21-34. https://doi.org/10.1007/s13384-017-0228-9
Article Title

Speaking back to the deficit discourses: a theoretical and methodological approach

ERA Journal ID20008
Article CategoryArticle
Authors
AuthorHogarth, Melitta
Journal TitleThe Australian Educational Researcher
Journal Citation44 (1), pp. 21-34
Year2017
PublisherSpringer
Place of PublicationNetherlands
ISSN0311-6999
2210-5328
Digital Object Identifier (DOI)https://doi.org/10.1007/s13384-017-0228-9
Web Address (URL)https://link.springer.com/content/pdf/10.1007%2Fs13384-017-0228-9.pdf
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.

Keywordsindigenous critical discourse analysis, indigenous methodologies, policy discourses
ANZSRC Field of Research 2020450299. Aboriginal and Torres Strait Islander education not elsewhere classified
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Byline AffiliationsQueensland University of Technology
Institution of OriginUniversity of Southern Queensland
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