A Convergence of Violence: Structural Violence Experiences of K–12, Black, Disabled Males across Multiple Systems

IF 1.3 Q1 LAW Laws Pub Date : 2023-09-20 DOI:10.3390/laws12050080
Gayitri Kavita Indar, Christine Sharon Barrow, Warren E. Whitaker
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Abstract

In American schools, conversations about violence prioritize direct violence, while indirect violence is virtually ignored. This current emphasis overlooks the structural violence deeply embedded in America’s social, political, and economic institutions, which were intentionally designed to exclude, and position some groups to experience disproportionate levels of poverty, exploitation, and persecution. To understand the mechanisms of structural violence, the concepts of structural violence and total institutions, the tenets of Disability Critical Race Theory can be used as an analytical lens. This retrospective comparative case study does so by exploring similarities in the lived experiences of Black, Emotionally Disturbed males across metropolitan special education, juvenile justice, and medical systems. The findings demonstrate a “convergence of violence” in America’s juvenile justice, medical, and special education systems, collectively pushing K–12-aged participants into carceral sites, denying them voice and choice, and providing them with performative healthcare. Our study recommends that institutions designed to serve K–12-aged learners use cross-sector collaborations to meet holistic learner needs and mitigate pressures to engage in direct violence. Specifically, we offer the Whole School, Whole Community, Whole Child model as a national approach to increase access to healthcare providers, social services, and mental health services, as well as engaging community stakeholders critical to understanding the cultural context of learners’ lived experiences.
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暴力的聚合:跨多个系统的K-12、黑人、残疾男性的结构性暴力经历
在美国的学校里,关于暴力的对话优先考虑直接暴力,而间接暴力几乎被忽视。当前的这种强调忽视了深深植根于美国社会、政治和经济制度中的结构性暴力,这些制度被有意地设计出来,使一些群体遭受不成比例的贫困、剥削和迫害。为了理解结构性暴力的机制,结构性暴力的概念和整体制度,残疾批判种族理论的原则可以作为一个分析的镜头。这个回顾性的比较案例研究通过探索大都市特殊教育、少年司法和医疗系统中黑人、情绪失调男性的生活经历的相似性来实现这一目标。调查结果表明,美国的少年司法、医疗和特殊教育系统存在“暴力趋同”现象,共同将k - 12岁的参与者推入拘留所,剥夺他们的发言权和选择权,并向他们提供表演性医疗保健。我们的研究建议,为k - 12岁的学习者服务的机构应利用跨部门合作来满足学习者的整体需求,并减轻直接暴力的压力。具体来说,我们提供“整个学校、整个社区、整个儿童”模式,作为一种全国性的方法,以增加获得医疗保健提供者、社会服务和心理健康服务的机会,并吸引对理解学习者生活经历的文化背景至关重要的社区利益相关者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Laws
Laws LAW-
CiteScore
2.00
自引率
16.70%
发文量
77
审稿时长
11 weeks
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