R. Goings, Sheree Alexander, Julius Davis, N. Walters
Given that Black students are more likely to be suspended from school than their White counterparts, researchers, educators, policymakers, activists, and parents have forced national attention onto the need to disrupt the school-to-prison pipeline (STPP). A perspective that needs to be further explored is that of district and school leaders who have the challenge of making leadership decisions that influence the STPP. In this article, we take the position that district and school leaders must be provided tangible solutions to dismantle the STPP for Black students. Thus, we use Du Bois’ (1903) notion of double consciousness as a conceptual lens to examine the STPP and the dilemma Black school leaders face in dealing with disciplinary infractions. We then present a case from the second author’s experience as a Ramon B. Goings, Sheree N. Alexander, Julius Davis, & Nicole McZeal Walters Taboo, Fall 2018 Ramon B. Goings is an assistant professor of educational leadership in the School of Education at Loyola University Maryland, Baltimore, Maryland. Sheree N. Alexander is a P-12 school administrator and adjunct professor of Afriana Studies at Rowan University, Glassboro, New Jersey. Julius Davis is an associate professor of mathematics education in the Department of Teaching, Learning, and Professional Development of the College of Education at Bowie State University, Bowie, Maryland. Nicole McZeal Walters is an assistant professor and associate dean of graduate programs in the School of Education and Human Services at the University of St. Thomas-Houston, Houston, Texas. Their e-mail addresses are: rbgoings@loyola.edu, s.alexander2004@verizon.net, jldavis@bowiestate.edu, &
考虑到黑人学生比白人学生更有可能被停学，研究人员、教育工作者、政策制定者、活动家和家长们已经迫使全国关注到中断从学校到监狱的管道(STPP)的必要性。需要进一步探讨的一个观点是，地区和学校领导人面临着做出影响STPP的领导决策的挑战。在这篇文章中，我们的立场是，必须为地区和学校领导人提供切实可行的解决方案，以取消黑人学生的STPP。因此，我们使用杜波依斯(1903)的双重意识概念作为一个概念透镜来研究STPP和黑人学校领导在处理违纪行为时面临的困境。然后，我们从第二作者作为拉蒙B. Goings, Sheree N. Alexander, Julius Davis和Nicole McZeal Walters的经历中提出一个案例，禁忌，2018年秋季拉蒙B. Goings是马里兰州巴尔的摩洛约拉大学教育学院教育领导力助理教授。Sheree N. Alexander是P-12学校的管理人员，也是新泽西州格拉斯伯勒罗文大学非洲研究的兼职教授。朱利叶斯·戴维斯是马里兰州鲍伊州立大学教育学院教学、学习和专业发展系的数学教育副教授。Nicole McZeal Walters是德克萨斯州休斯顿市圣托马斯-休斯顿大学教育与人类服务学院的助理教授和研究生项目副院长。他们的电子邮件地址是:rbgoings@loyola.edu, s.alexander2004@verizon.net, jldavis@bowiestate.edu， &
{"title":"Using Double Consciousness as an Analytic Tool to Discuss the Decision Making of Black School Leaders in Disrupting the School-to-Prison Pipeline","authors":"R. Goings, Sheree Alexander, Julius Davis, N. Walters","doi":"10.31390/TABOO.17.4.03","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.03","url":null,"abstract":"Given that Black students are more likely to be suspended from school than their White counterparts, researchers, educators, policymakers, activists, and parents have forced national attention onto the need to disrupt the school-to-prison pipeline (STPP). A perspective that needs to be further explored is that of district and school leaders who have the challenge of making leadership decisions that influence the STPP. In this article, we take the position that district and school leaders must be provided tangible solutions to dismantle the STPP for Black students. Thus, we use Du Bois’ (1903) notion of double consciousness as a conceptual lens to examine the STPP and the dilemma Black school leaders face in dealing with disciplinary infractions. We then present a case from the second author’s experience as a Ramon B. Goings, Sheree N. Alexander, Julius Davis, & Nicole McZeal Walters Taboo, Fall 2018 Ramon B. Goings is an assistant professor of educational leadership in the School of Education at Loyola University Maryland, Baltimore, Maryland. Sheree N. Alexander is a P-12 school administrator and adjunct professor of Afriana Studies at Rowan University, Glassboro, New Jersey. Julius Davis is an associate professor of mathematics education in the Department of Teaching, Learning, and Professional Development of the College of Education at Bowie State University, Bowie, Maryland. Nicole McZeal Walters is an assistant professor and associate dean of graduate programs in the School of Education and Human Services at the University of St. Thomas-Houston, Houston, Texas. Their e-mail addresses are: rbgoings@loyola.edu, s.alexander2004@verizon.net, jldavis@bowiestate.edu, &","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132928836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue of Taboo was occasioned by several widely publicized, gutwrenching incidents of physical violence unleashed against Black K-12 students that were video recorded and circulated on social media. In Columbia, South Carolina, a young Black girl was physical assaulted by a brutish and overzealous police officer (aka school resource officer or SRO) in her high school classroom, ostensibly for not responding expeditiously to a directive to leave the classroom. This young girl was aggressively grabbed and yanked from her chair, and violently slammed to the floor in front of her classmates before being detained and arrested. On social media and various news outlets, onlookers shamelessly suggested that the police officer’s malfeasant behavior was logical and justified. When physical aggression towards Black students is publicly condoned and encouraged, it should come as no surprise that schools across the country double-down on punitive practices such as investing considerable financial resources to employ more police officers, officers whose actions have been found to have a disproportionate and adverse impact on students of color (ACLU, 2017). This doubling-down on punitive disciplinary action, which is particularly common in urban schools with predominantly Black and Brown students (ACLU, 2017; Crenshaw, Ocen, & Nanda, 2015; Morris, 2016), engenders a school climate where antipathy and psychological, emotional, and physical disregard are comAhmad R. Washington & Malik S. Henfield Taboo, Fall 2018
这期《禁忌》特刊是由几起被广泛报道的、令人心痛的针对K-12黑人学生的身体暴力事件引发的，这些事件被录下来并在社交媒体上传播。在南卡罗来纳的哥伦比亚市，一名年轻的黑人女孩在她的高中教室里遭到了一名粗暴而过分热心的警察(又名学校资源官或SRO)的身体攻击，表面上是因为她没有迅速回应离开教室的指令。这名年轻女孩被粗暴地从椅子上拽下来，并在她的同学面前猛烈地摔在地板上，然后被拘留和逮捕。在社交媒体和各种新闻媒体上，旁观者无耻地表示，警察的渎职行为合乎逻辑，合情合理。当对黑人学生的身体攻击被公开宽恕和鼓励时，全国各地的学校加大惩罚力度也就不足为奇了，比如投入大量财政资源雇佣更多的警察，这些警察的行为被发现对有色人种学生产生了不成比例的不利影响(ACLU, 2017)。在以黑人和棕色人种学生为主的城市学校中，这种对惩罚性纪律处分的加倍打击尤其常见(ACLU, 2017;Crenshaw, Ocen， & Nanda, 2015;Morris, 2016)，产生了一种学校氛围，在这种氛围中，反感和心理、情感和身体上的漠视是常见的。ahmad R. Washington和Malik S. Henfield禁忌，2018年秋季
{"title":"Introduction: School-to-Prison Pipeline Special Issue","authors":"Ahmad R. Washington, M. Henfield","doi":"10.31390/TABOO.17.4.01","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.01","url":null,"abstract":"This special issue of Taboo was occasioned by several widely publicized, gutwrenching incidents of physical violence unleashed against Black K-12 students that were video recorded and circulated on social media. In Columbia, South Carolina, a young Black girl was physical assaulted by a brutish and overzealous police officer (aka school resource officer or SRO) in her high school classroom, ostensibly for not responding expeditiously to a directive to leave the classroom. This young girl was aggressively grabbed and yanked from her chair, and violently slammed to the floor in front of her classmates before being detained and arrested. On social media and various news outlets, onlookers shamelessly suggested that the police officer’s malfeasant behavior was logical and justified. When physical aggression towards Black students is publicly condoned and encouraged, it should come as no surprise that schools across the country double-down on punitive practices such as investing considerable financial resources to employ more police officers, officers whose actions have been found to have a disproportionate and adverse impact on students of color (ACLU, 2017). This doubling-down on punitive disciplinary action, which is particularly common in urban schools with predominantly Black and Brown students (ACLU, 2017; Crenshaw, Ocen, & Nanda, 2015; Morris, 2016), engenders a school climate where antipathy and psychological, emotional, and physical disregard are comAhmad R. Washington & Malik S. Henfield Taboo, Fall 2018","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115600571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Special Issue School-to-Prison Pipeline","authors":"Special Issue, Taboo Journal","doi":"10.31390/TABOO.17.4.07","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.07","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121903511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study explores the counterstories of Latinx youth participants in a court diversion program. The Esperanza program works to re-integrate Latinx youth back into the educational system as a way to divert them from the juvenile justice system. This narrative qualitative research study included 33 interviews with youth participants, parents, program staff, and other stakeholders using Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) as theoretical frameworks. The youth were referred to the Esperanza program, engaged with the program, changed their thinking, and transformed their lived experiences. In particular, they created their own counterstories about immigration and identity. The findings of this study are significant because they provide examples of Latinx youth needs that are not being offered in their current educational system.
{"title":"Latinx Youth Counterstories in a Court Diversion Program","authors":"G. Mancilla","doi":"10.31390/TABOO.17.4.05","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.05","url":null,"abstract":"The study explores the counterstories of Latinx youth participants in a court diversion program. The Esperanza program works to re-integrate Latinx youth back into the educational system as a way to divert them from the juvenile justice system. This narrative qualitative research study included 33 interviews with youth participants, parents, program staff, and other stakeholders using Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) as theoretical frameworks. The youth were referred to the Esperanza program, engaged with the program, changed their thinking, and transformed their lived experiences. In particular, they created their own counterstories about immigration and identity. The findings of this study are significant because they provide examples of Latinx youth needs that are not being offered in their current educational system.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113996947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The anchoring weight of slavery continues to ground schools by design and implementation, 151 years after the 13th Amendment to the Constitution was ratified. Empirical literature is rife with evidence that Black and Brown youth are penalized more frequently and with greater harshness than their white, suburban counterparts for the same offenses (Gregory, Skiba, & Noguera, 2010; Welch & Payne, 2010), to the point where Triplett, Allen, and Lewis (2014) describe this phenomenon as a civil rights issue. The authors examine how a constellation of school-sanctioned discipline policies have connected the legacy of slavery with punishment. In order to curb burgeoning suspension rates that disproportionately target Black youth, schools and grassroots organizations have adopted various tiers of Restorative Justice (RJ). This article draws upon existing theoretical frameworks of Restorative Justice to discuss new approaches and directions, as well as the limitations of its hyper-individualized applications in K-12 schools. Finally, the authors assess two case studies that aim to transform schools and community engagement by refocusing restorative philosophy on the ecological conditions of student contexts, rather than the presumed intrapsychic symptoms habitually ascribed to youth behavior and Black culture.
{"title":"Restorative Justice as a Doubled-Edged Sword: Conflating Restoration of Black Youth with Transformation of Schools","authors":"Arash Daneshzadeh, G. Sirrakos","doi":"10.31390/TABOO.17.4.02","DOIUrl":"https://doi.org/10.31390/TABOO.17.4.02","url":null,"abstract":"The anchoring weight of slavery continues to ground schools by design and implementation, 151 years after the 13th Amendment to the Constitution was ratified. Empirical literature is rife with evidence that Black and Brown youth are penalized more frequently and with greater harshness than their white, suburban counterparts for the same offenses (Gregory, Skiba, & Noguera, 2010; Welch & Payne, 2010), to the point where Triplett, Allen, and Lewis (2014) describe this phenomenon as a civil rights issue. The authors examine how a constellation of school-sanctioned discipline policies have connected the legacy of slavery with punishment. In order to curb burgeoning suspension rates that disproportionately target Black youth, schools and grassroots organizations have adopted various tiers of Restorative Justice (RJ). This article draws upon existing theoretical frameworks of Restorative Justice to discuss new approaches and directions, as well as the limitations of its hyper-individualized applications in K-12 schools. Finally, the authors assess two case studies that aim to transform schools and community engagement by refocusing restorative philosophy on the ecological conditions of student contexts, rather than the presumed intrapsychic symptoms habitually ascribed to youth behavior and Black culture.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134580538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Frontmatter","authors":"Taboo Journal","doi":"10.31390/taboo.17.3.01","DOIUrl":"https://doi.org/10.31390/taboo.17.3.01","url":null,"abstract":"","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125082481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By the time children enter school, they know how to spell their names and are accustomed to their family’s and community’s pronunciation of their names; those names are generally the first aspect of their identity we educators recognize when they enter our classrooms. As the nation’s classrooms become more diverse, there is an urgent need for educators at all levels to enact multicultural and culturally responsive teaching to bridge theory and praxis as central in developing critical race theory’s commitment to social justice. My work builds on Pérez Huber and Solórzano’s (2015) racial microaggressions model by analyzing historical and current naming artifacts that challenge the mispronouncing, Anglicizing, and (re)naming of students of color. I describe pedagogical tools that educators can employ to foster the development of critical consciousness about the importance of students’ names and their connection to their identities. Finally, the ‘hidden transcripts’ of names and naming practices within communities of color reveal their intergenerational resistance to white supremacy.
{"title":"Culturally Responsive Teaching Across PK-20: Honoring the Historical Naming Practices of Students of Color","authors":"N. Marrun","doi":"10.31390/TABOO.17.3.04","DOIUrl":"https://doi.org/10.31390/TABOO.17.3.04","url":null,"abstract":"By the time children enter school, they know how to spell their names and are accustomed to their family’s and community’s pronunciation of their names; those names are generally the first aspect of their identity we educators recognize when they enter our classrooms. As the nation’s classrooms become more diverse, there is an urgent need for educators at all levels to enact multicultural and culturally responsive teaching to bridge theory and praxis as central in developing critical race theory’s commitment to social justice. My work builds on Pérez Huber and Solórzano’s (2015) racial microaggressions model by analyzing historical and current naming artifacts that challenge the mispronouncing, Anglicizing, and (re)naming of students of color. I describe pedagogical tools that educators can employ to foster the development of critical consciousness about the importance of students’ names and their connection to their identities. Finally, the ‘hidden transcripts’ of names and naming practices within communities of color reveal their intergenerational resistance to white supremacy.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"473 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123432506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Popular culture can be used as an apparatus of diffraction, in order to understand the complicated entanglements within both the object and in connection to other elements of society. This article posits that the television drama Mad Men is an ideal apparatus of diffraction of the role of teacher, making that assertion collaboratively between the co-authors, demonstrating how popular culture continues to diffract, even when it is “held” from different angles. This article initially reads disjointed as the authors’ work is intercut strategically but not necessarily coherently. By using popular culture as an apparatus of diffraction, the authors become implicitly implicated in a larger entanglement; in this case, between the authors, Mad Men, and education. With your reading, the entangled web is extended, and the authors hope further understanding can be gleamed.
{"title":"Don Draper,Teacher-as-Artist: A Diffractive Reading of Mad Men","authors":"Gabriel Huddleston, Samuel D. Rocha","doi":"10.31390/taboo.17.3.05","DOIUrl":"https://doi.org/10.31390/taboo.17.3.05","url":null,"abstract":"Popular culture can be used as an apparatus of diffraction, in order to understand the complicated entanglements within both the object and in connection to other elements of society. This article posits that the television drama Mad Men is an ideal apparatus of diffraction of the role of teacher, making that assertion collaboratively between the co-authors, demonstrating how popular culture continues to diffract, even when it is “held” from different angles. This article initially reads disjointed as the authors’ work is intercut strategically but not necessarily coherently. By using popular culture as an apparatus of diffraction, the authors become implicitly implicated in a larger entanglement; in this case, between the authors, Mad Men, and education. With your reading, the entangled web is extended, and the authors hope further understanding can be gleamed.","PeriodicalId":279537,"journal":{"name":"Taboo: The Journal of Culture and Education","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122320303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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