Issue link: https://maltatoday.uberflip.com/i/1365202
3 LETTERS & EDITORIAL maltatoday | SUNDAY • 25 APRIL 2021 Mikiel Galea Letters & Clarifications 'Deficit- Thinking' in schools I was recently awarded the Degree of Doctor of Philosophy in Educational Research and Development from the University of Lincoln School of Education, after the completion of an-depth study on the interplay and effects of 'neoliberal approaches to education' (i.e. the re-imagining of schooling purposes from an econom- ic point of view) and 'deficit-think- ing' (i.e. the practice of holding low expectations for minority students) on the 'restructuring' process of the Maltese educational system. The aim was to present a solid the- oretical framework on the concept of 'inclusive education' and to develop a solid platform for action to ensure equitable, socially just, and quality education for all students. For this purpose, the research study utilized the pragmatist notion of 'what works' (i.e. the mixing of qualitative and quantitative research methods) to uproot the negative effects of neoliberal-deficit-thinking approaches in education. Apart from the identification of different cohorts of minority learn- ers at risk of ELET in local schools (namely: learners suffering from physical disabilities and psychological conditions; learners with below av- erage intellectual quotients; learners holding negative aptitudes towards schooling; learners living in difficult socioeconomic conditions; learners from diverse ethnic backgrounds; learners holding diverse religious creeds; learners with different sexu- al orientations), the research study also highlighted the beliefs, relation- ship status, attitudes, and working approaches of diverse educational stakeholders and revealed the major challenges and barriers to 'inclusive education'. Essentially, collected evidence showed that 'deficit-thinking' in Mal- tese educational settings intensified with neoliberal approaches to educa- tion, which generated 'power imbal- ances', created a culture of blame and of stereotypic labelling, limited col- lective accountability for all students' learning, produced an overreliance on compensatory (additional) sup- port services, and pushed true 'social justice' to the margins. By adopting a 'critical lens' to data analysis (based on the con- cept of schools as mirror images of societies), I extrapolated positive correlations between the latter find- ings and nation-wide challenges to 'sustainable social development' to generate 'common good' and shared prosperity. To curb the negative educational and social effects of 'deficit-think- ing', I proposed the 'reposition- ing-of-the-self' technique to create 'communities of difference' that respect and celebrate diversity; em- brace inclusivity, democracy, and equity; stimulate commitment to deep reflection and constructive dia- logue; and promote collectivism over individualism. My hope for the future is that local authorities utilize this research study to stir constructive dialogue on how to redress educational and social in- equities to create inclusive societies. The study was fully funded by the Endeavour Scholarship Scheme. Full access to this research study can be found at this link: https://independ- ent.academia.edu/ZammitSean. Dr Sean Zammit Via email