Deficit Discourse and Indigenous Education

This project investigates the prevalence of deficit discourse and its influence on Indigenous education. Deficit discourse frames Indigenous identity in a narrative of negativity and deficiency. Recent work indicates that deficit discourse is active in policy, public debate, pedagogy and practice and its prevalence in Indigenous education influences student performance. By mapping the discursive environment and analysing education programs that reject the deficit model, this project assesses whether its removal improves outcomes for Indigenous students. This project provides an original approach to challenge entrenched perceptions, resulting in tangible benefits for the Australian education system and the communities that it serves.