The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 39: Saying NO to Niceness: Innovative, Progressive and Transformative Inclusive Education with Australian Aboriginal Students
Saying NO to Niceness: Innovative, Progressive and Transformative Inclusive Education with Australian Aboriginal Students
Sheelagh – Do you hear teachers talk about Aboriginal students in deficit mode?
Mr Banks – Deficit is code for racist talk but … it's a ‘nicer’ term. It's everywhere.
(Interview with Mr Banks, Daniels-Mayes, 2016)
As asserted by Angelina Castagno, a nice person ‘is not someone who creates a lot of disturbance, conflict, controversy, or discomfort’ (2014, p. 17). The point brought home by Mr Banks is that we are comfortable with deficit labelling because it is nicer than applying a critical ...