Dismantling a Deficit Perspective and Moving Towards a Culturally Responsive Pedagogy in South African Schools.

This qualitative study sampled 30 teachers and 30 learners as participants. Data was collected through semi-structured interviews. Thematic data analysis was utilized. Findings revealed that in order to dismantle deficit thinking, schools should adopt an inclusive approach that takes into consideration the cultural and socioeconomic backgrounds of all learners.