This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color. Drawing from quantitative, qualitative, and theoretical studies, it brings to bear a number of topics such as racialized school experiences; criminology, discursive deviance and punishment and carceral studies; urban studies; school administration and leadership; and, a number of critical theorist frameworks.
Practical insights are offered to assist administrators, teachers, school counsellors, and other school and non-school based professionals on how to address not only disparities in school discipline, but also create and promote an inclusive, affirming positive school culture and climate.
With applications in disciplinary studies and criminology, leadership studies, critical race theory and other critical frameworks, this volume is a valuable resource advancing new theoretical concepts.
|Publisher:||Emerald Publishing Limited|
|Series:||Advances in Race and Ethnicity in Education Series , #4|
|Product dimensions:||6.00(w) x 9.00(h) x 0.88(d)|
About the Author
Nathern S. Okilwa is an Assistant Professor of educational leadership and policy studies at the University of Texas San Antonio. His life experiences and long career as an educator in a variety of K-12 contexts rural/urban, general/special education, alternative schooling, and international informs his research agenda. His research interests include educational and life outcomes of disadvantaged or underserved or marginalized students (e.g., low SES, culturally and linguistically diverse, racial/ethnic minorities, and special education); school leadership in diverse school contexts; and educational policy.
Muhammad Khalifa is an Associate Professor in educational leadership at the University of Minnesota. His research examines how urban school leaders enact culturally responsive leadership practices. He has published in top education journals, such as Review of Educational Research, Teachers College Record, and Educational Administration Quarterly.
Felecia M. Briscoe earned her doctorate in the foundations of education from the University of Cincinnati and has spent over 20 years studying the way power works in and through schools. She has published two books, Becoming Critical: The Emergence of Social Justice Scholars and The Power of Talk: How Words Change Our Lives. She has also published numerous articles.
Table of Contents
1. Introduction and Overview - Nathern S. Okilwa, Muhammad Khalifa, and Felecia M. Briscoe
2. The Indignities on Which the School-to-Prison Pipeline is Built: Life Stories of Two Formerly Incarcerated Black Male School-Leavers - Decoteau J. Irby
3. Resisting the School-to-Prison Pipeline Utilizing Guidance from the Frontlines: Chicano Student Experiences as a Source of Knowledge & Strength - Brenda G. Valles
4. Discipline and Punishment: How Schools are Building the School-to-Prison Pipeline - Hugh Potter, Brian Boggs, and Christopher Dunbar
5. Pathologizing the White ‘Unteachable’: South London’s Working-class Boys’ Experiences with Schooling and Discipline - Garth Stahl
6. ‘What Are We Restoring?’ Black Teachers on Restorative Discipline - Hilary Lustick
7. Can PBIS Build Justice Rather than Merely Restore Order? - Joshua Bornstein
8. A Systems Theory Analysis for Ending the School-to-Prison Pipeline: Using Disability Rights Laws to Keep Children in Schools and Out of Courts, Jails, and Prisons - Andrea Kalvesmaki and Joseph Tulman
9. What We Can Do Right Now: What Needs Further Research? - Felecia M. Briscoe, Nathern S. Okilwa, and Muhammad Khalifa