从 "等他们出来 "到把他们推出去:教师对种族化学校排斥的被动和主动模式的反思

Kenneth A. Cruz, Randy Myers
{"title":"从 \"等他们出来 \"到把他们推出去:教师对种族化学校排斥的被动和主动模式的反思","authors":"Kenneth A. Cruz, Randy Myers","doi":"10.1177/14624745241240719","DOIUrl":null,"url":null,"abstract":"Much has been written about the school-to-prison pipeline and the larger punitive turn within schools in the United States. This research has documented disturbing racialized disparities and disproportionate impacts on youth who are diagnosed with disabilities. While this scholarship has highlighted how marginalized youth encounter exclusionary forms of punishment, what is often missing is an understanding of how practitioners experience the policies, practices, and consequences of the school-prison nexus. In this study, the unique career experiences of individuals who worked as both teachers and juvenile justice practitioners in the Southwestern United States are analyzed. The reflections of practitioners who worked at both ends of the school-to-prison pipeline uncover a range of exclusionary practices in schools that is broader than what current conceptions suggest. This study adds important nuance to the literature by revealing how some educators facilitate school dropout through passive modes of racialized exclusion in addition to those that actively push out minoritized students. The article outlines three distinct categories of racialized school exclusion, examines their impacts, discusses how subtle modes of exclusion may relate to more overt punishments, and explores the broader context under which this range of “passive” to “active” modes of educational exclusion develops and operates.","PeriodicalId":508618,"journal":{"name":"Punishment & Society","volume":" 40","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From “wait ‘em out” to push them out: Teachers’ reflections on passive and active modes of racialized school exclusion\",\"authors\":\"Kenneth A. Cruz, Randy Myers\",\"doi\":\"10.1177/14624745241240719\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Much has been written about the school-to-prison pipeline and the larger punitive turn within schools in the United States. This research has documented disturbing racialized disparities and disproportionate impacts on youth who are diagnosed with disabilities. While this scholarship has highlighted how marginalized youth encounter exclusionary forms of punishment, what is often missing is an understanding of how practitioners experience the policies, practices, and consequences of the school-prison nexus. In this study, the unique career experiences of individuals who worked as both teachers and juvenile justice practitioners in the Southwestern United States are analyzed. The reflections of practitioners who worked at both ends of the school-to-prison pipeline uncover a range of exclusionary practices in schools that is broader than what current conceptions suggest. This study adds important nuance to the literature by revealing how some educators facilitate school dropout through passive modes of racialized exclusion in addition to those that actively push out minoritized students. The article outlines three distinct categories of racialized school exclusion, examines their impacts, discusses how subtle modes of exclusion may relate to more overt punishments, and explores the broader context under which this range of “passive” to “active” modes of educational exclusion develops and operates.\",\"PeriodicalId\":508618,\"journal\":{\"name\":\"Punishment & Society\",\"volume\":\" 40\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-03-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Punishment & Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14624745241240719\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Punishment & Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14624745241240719","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

关于 "从学校到监狱 "的管道以及美国学校内部更广泛的惩罚性转变,已经有了很多论述。这些研究记录了令人不安的种族差异,以及对被诊断为残疾的青少年造成的不成比例的影响。虽然这些学术研究强调了边缘化青年如何遭遇排斥性的惩罚形式,但往往缺少的是对从业者如何体验学校与监狱之间关系的政策、实践和后果的理解。本研究分析了在美国西南部既当教师又当少年司法从业人员的个人的独特职业经历。在 "从学校到监狱 "管道两端工作的从业人员的反思揭示了学校中的一系列排斥性做法,这些做法比目前的概念所显示的范围更广。这项研究揭示了一些教育工作者是如何通过被动的种族排斥模式,以及那些主动将少数族裔学生拒之门外的排斥模式,助长辍学现象的,从而为相关文献增添了重要的细微差别。文章概述了三类不同的种族化学校排斥行为,研究了它们的影响,讨论了微妙的排斥模式与更公开的惩罚之间的关系,并探讨了从 "被动 "到 "主动 "的一系列教育排斥模式的发展和运作的大背景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
From “wait ‘em out” to push them out: Teachers’ reflections on passive and active modes of racialized school exclusion
Much has been written about the school-to-prison pipeline and the larger punitive turn within schools in the United States. This research has documented disturbing racialized disparities and disproportionate impacts on youth who are diagnosed with disabilities. While this scholarship has highlighted how marginalized youth encounter exclusionary forms of punishment, what is often missing is an understanding of how practitioners experience the policies, practices, and consequences of the school-prison nexus. In this study, the unique career experiences of individuals who worked as both teachers and juvenile justice practitioners in the Southwestern United States are analyzed. The reflections of practitioners who worked at both ends of the school-to-prison pipeline uncover a range of exclusionary practices in schools that is broader than what current conceptions suggest. This study adds important nuance to the literature by revealing how some educators facilitate school dropout through passive modes of racialized exclusion in addition to those that actively push out minoritized students. The article outlines three distinct categories of racialized school exclusion, examines their impacts, discusses how subtle modes of exclusion may relate to more overt punishments, and explores the broader context under which this range of “passive” to “active” modes of educational exclusion develops and operates.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
‘Standing with Soldier F’: Bloody Sunday, disrupting the degradation ceremony and the court of public opinion “The COVID-19 Murders”: Prison death-worlds and the fatal convenience of crisis Contaminated memories: How formerly incarcerated mothers remember their pasts and imagine their futures Book review: Impending Challenges to Penal Moderation in France and Germany: A Strained Restraint by Kirstin Drenkhahn, Fabien Jobard and Tobias Singelnstein A path to tertiary desistance: A qualitative metasynthesis
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1