Shifting The Narrative From Broken Youth To A Broken System: Dismantling Deficit-Based Narratives Of Youth With High ACEs Through A Post-Qualitative Decolonizing Approach

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)

Whitney D. Greene (Creator)

Institution

Appalachian State University (ASU )

Web Site: https://library.appstate.edu/

Advisor

Brandy Bryson

Abstract: This study interrogates the deficit-centered policies and procedures in education and reveals how they continue to oppress, code, and label youth with high ACEs, positioning them as broken and defective. In this post-qualitative study, I use decolonizing theory to deconstruct the relations of power and dominant discourses that label and flag our students as “at-risk” and “underprepared" for a world of stereotypes that we (as a society, as individuals from dominant groups with naming power, and as institutions) continue to fuel. This study employs the work of Eve Tuck and her conceptualization of deficit-based theory. This study is a form of critical inquiry and resistance as activism, written from within my own experiences as I witnessed these policies and procedures continue to label my students as throwaways, hindering their opportunities, spirit, and self-worth. Using a “thinking with theory” approach, I critically deconstruct the dominant discourses and power relations that shape the way we teach and view students with high ACEs (generally labeled as “at-risk"), while considering how these deficit-based approaches produce and preserve power structures and maintain systems of oppression in education.

Shifting The Narrative From Broken Youth To A Broken System: Dismantling Deficit-Based Narratives Of Youth With High ACEs Through A Post-Qualitative Decolonizing Approach
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Created on 3/9/2023
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Additional Information

Publication

Dissertation

Greene, W. (2022). Shifting The Narrative From Broken Youth To A Broken System: Dismantling Deficit-Based Narratives Of Youth With High Aces Through A Post-Qualitative Decolonizing Approach. Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.

Language: English

Date: 2022

Keywords

ACEs, Adverse childhood experiences, Deficit-based, Decolonizing, At-risk