Sara Truebridge

Document Type

Article in Response to Controversy


Yes, yes, yes. That is my quick response to the three questions posed by Lorraine Kasprisin, editor of The Journal of Educational Controversy to authors seeking to contribute to the 2014 fall issue embracing the theme, Challenging the Deficit Model and the Pathologizing of Children: Envisioning Alternative Models. “Has this deficit model begun to surreptitiously creep into our educational discourse for all children?” Yes. “Have we become too focused on needs and deficiencies and forgotten that children also have capacities and strengths?” Yes. “Does the current emphasis on accountability and standardized testing contribute to the pathologizing of children?” Yes. Knowing that such pithy answers to such important questions won’t help shift the dialogue, I invite the reader to indulge me as I first expound on why, although not happy that I can, I am able to answer such questions so succinctly and with such conviction; and second, why I am optimistic and hopeful that my answers to these questions, from a resounding yes to a definitive no, are not only beginning to change for some educational institutions, systems, and practices but also can and will change for many more.



Subjects - Topical (LCSH)

Academic achievement--Psychological aspects; Success--Psychological aspects; Resilience (Personality trait) in adolescence; Teachers--Attitudes







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