医学逻辑和教育

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Critical Studies in Education Pub Date : 2023-01-22 DOI:10.1080/17508487.2022.2153373
Sophie Rudolph
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引用次数: 3

摘要

摘要在这篇文章中,我提出了一个新的概念视角来理解种族主义纪律和学校排斥问题,并考虑到定居者殖民国家的基本死亡逻辑。通过将尸体国家、定居者殖民地和批判性土著研究文献结合在一起,我展示了定居者殖民地尸体国家是如何由种族资本主义和白人占有欲驱动的,以及这如何影响学校教育。我以澳大利亚为重点,但将其与其他英国定居者殖民地背景联系起来,提出学校纪律与种族死亡逻辑联系起来,通过以下关系:1)危机、安全和保障;2) 遏制和控制;3) 治安和监视。我认为,通过研究支撑学校纪律和排斥的国家的死亡逻辑,有可能将注意力转移到影响学校中种族化年轻人的结构性暴力上,而不是期望这些学生被纳入暴力系统。
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Carceral logics and education
ABSTRACT In this article, I propose a new conceptual lens for understanding issues of racialised discipline and school exclusion that takes into consideration the foundational carceral logics of the settler colonial state. By bringing together carceral state, settler colonial and critical Indigenous studies literatures I demonstrate how the settler colonial carceral state is driven by racial capitalism and the white possessive and how this impacts schooling. With a focus on Australia, but drawing connections to other British settler colonial contexts, I propose school discipline is connected to raced carceral logics, through relations of: 1) crisis, safety, and security; 2) containment and control; 3) policing and surveillance. I argue that by examining the carceral logics of the state that underpin school discipline and exclusion, it is possible to shift attention onto structural violences that impact racialised young people in schools, rather than expecting such students to be included into a violent system.
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
期刊最新文献
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