CALL FOR PAPERS
THEME: Challenging the Deficit Model and the Pathologizing of Children: Envisioning Alternative Models
Martin Seligman, founder of the field of positive psychology, has said that, “Modern psychology has been co-opted by the disease model. We've become too preoccupied with repairing damage when our focus should be on building strength and resilience, especially in children.” Is this also true of modern education? Political and pedagogical responses, from the “War on Poverty” through “No Child Left Behind” to address the educational gaps in academic achievement of historically marginalized and neglected groups (the poor, minorities and children with disabilities), were often deeply rooted in a language of cultural deprivation and special needs. Has this deficit model begun to surreptitiously creep into our educational discourse for all children? Have we become too focused on needs and deficiencies and forgotten that children also have capacities and strengths? Does the current emphasis on accountability and standardized testing contribute to the pathologizing of children? We invite authors to respond critically to this argument, envision alternative models, examine historical causes and precedents, analyze political and social ramifications, and share real life stories on the influence these ways of thinking have on the classroom and on the learning as experienced by students.
DEADLINE FOR MANUSCRIPTS: APRIL 1, 2014
PUBLICATION DATE: FALL 2014
Authors can find the journal at: http://www.wce.wwu.edu/eJournal