'It is argued 'that employing this deficit paradigm may create
hopelessness in both youth and educators who work with them. These deeply help
assumptions, biases, and prejudices are often unexamined manifestations of economic,
political, and social power of people belonging to dominant or privileged groups. Providing students with the opportunity to expand on their standpoints by identifying alternative discourses and language to draw upon is the first step in helping them
acquire the competencies toward improving their practice' .[Nieto, 2010]
Bourdieu discusses the predetermined success, that the individual will more than likely have based on the amount of capital they possess, but that it is also based on the society in which they are a part of. It follows that though some may not have the correct capital that fits with that society the capital they do have is of importance within their cultures and social groups and should not be ignored.
'The diagnosis of risk is embedded in cultural preoccupations and circumstances
that, because rarely specified, invite a general bias: White, middle-class lives offer
children the best of all worlds. The message to educators: Fix the children, and
race and class barriers can be overcome one person at a time.' [Cinzia Pica-Smith1& Carmen Veloria2, 2012]
that, because rarely specified, invite a general bias: White, middle-class lives offer
children the best of all worlds. The message to educators: Fix the children, and
race and class barriers can be overcome one person at a time.' [Cinzia Pica-Smith1& Carmen Veloria2, 2012]
Bourdeu argues that these groupings and thus the outcome is not doctrine, that the individual has to reside to, that there is a room to break free of these confines, which society tends to place on the individual,