Destabilising privilege: disrupting deficit thinking in white pre-service teachers on professional experience in culturally diverse, high-poverty schools

Knowing how students learn in a low socio-economic school is an ongoing process of trial, error and reflection. Furthermore, teaching in low socio-economic schools means that teachers are more likely to come across diversity in linguistic, cultural and religious backgrounds. This chapter provides theoretical grounding to help pre-service and graduate teachers reflect on their own practice when learning how their students learn. In particular, it is critical that teachers understand that white privilege is often a barrier to the learning of all students, particularly in low socio-economic schools.