Index
The School to Prison Pipeline: The Role of Culture and Discipline in School
ISBN: 978-1-78560-129-3, eISBN: 978-1-78560-128-6
ISSN: 2051-2317
Publication date: 22 February 2017
This content is currently only available as a PDF
Citation
(2017), "Index", The School to Prison Pipeline: The Role of Culture and Discipline in School (Advances in Race and Ethnicity in Education, Vol. 4), Emerald Publishing Limited, Leeds, pp. 209-215. https://doi.org/10.1108/S2051-231720160000004012
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Abandonment
, 18, 23–27, 33
Ability
, 100
Abuse
, 25
alcohol
, 27, 72
drug
, 72
sexual
, 24
Addiction
, 27
African American students
, 2–5, 92, 102, 117, 179, 196, 197
Alcohol abuse
, 27, 72
Alienation
, 5, 23–24, 33
Americans with Disabilities Act of 1990 (ADA)
, 171, 177–180, 190n10, 203
Authoritarianism
, 72
Authoritative control
, 92
BBC1
Waterloo Road
, 101
Behavioral intervention and support (PBIS)
, 135–161
data analysis
, 153–154
disability studies and
, 137–139
disciplinary normalcy in codes of conduct
, 146–147
disorderly behavior, definitions of
, 147–151
implications of
, 158–161
medicalization discourse
, 154–158
as policy and practice
, 139–142
principles, applying
, 151–153
seeking inclusion via compliance
, 145–158
Behavioral modification
, 68
Being Bad: My Baby Brother and the School-to-Prison Pipeline (C. Laura)
, 16
Biculturalism
, 156
Black(s)
males
, 15–38
students
, 53, 67, 88, 197, 199
teachers, on restorative justice
, 113–133
Boarding schools
, 69
Board of Educ. v. Rowley (1982)
, 181
“Breaking Schools’ Rules,”
, 2
Brown v. Board of Education (1954)
, 178
Burlington School Comm. v.Mass. Dept. of Educ. (1985)
, 187–188, 203
Case study analysis
, 20–22
Chicano students
, 41–60, 197–199
Child fund
, 177, 181–182
Circle of Courage
, 160
Civil Rights Movement
, 26, 136
Class C misdemeanors
, 43
Clinton, Bill
, 43, 80
administration
, 117
Codes of conduct
disciplinary normalcy in
, 146–147
subjective infractions in
, 83–84
Code-switching
, 126
Colorblindness
, 46
Communication
, 52, 56, 58–59
nonviolent
, 197
Community-building circles
, 118, 119, 126, 129, 132
Community engagement
, 93
Community violence
, 114
Conscientization
, 55
Containment
, 18, 23, 28–30, 32–36
Criminalization
, 16, 18, 21, 22, 47, 67, 71
hypercriminalization
, 44, 53, 54
of misbehavior
, 75–76
multispatial
, 53
Criminal justice system
, 3, 6, 43, 76, 85, 88, 89, 92
CRT framework
, 46–47
Culturally-responsive education
, 132
Culturally responsive pedagogy
, 6
Cultural orientation
, 199
Delinquency system
, 177, 183–185
Dignity
intrinsic, of humanity
, 17–18
noninherent
, 17
Disability rights law
, 171, 172, 176–179, 182–186, 188, 189, 202–203
to interrupt and reverse STPP
, 182–186
leverage points activated by
, 178–179
Disability studies
, 137–139
Discipline
, 65–89
characteristics of
, 76
disparity
, 2, 3, 6
disproportionality
, 7, 170, 174, 179
reform, as resistance to double consciousness
, 115–116
school
, 23, 34, 42, 43, 54–56, 113–133
White working-class
, 91–109
DisCrit Theory
, 137, 138
Disobedience
, 49, 50, 74
Disorder-as-illness
, 139
Disorder-as-organizational-turmoil
, 138–139
Disorderly behavior, definitions of
, 147–151
Disorderly conduct
, 67, 68, 72, 85, 88
defined
, 83
Disposability
, 18, 36–37
Dispossession
, 23
Disrespect
, 50
Double consciousness
, 201
Black teachers’ perception of restorative practices
, 121–130
discipline reform as resistance to
, 115–116
of restorative public school
, 130–132
Dropping out of school
, 5
Drug abuse
, 72
Due process
, 44
Economic injustice
, 26
Education, systems theory in
, 173–174
Educational inequality
, 94, 95–96
Educational realism
, 174
Education for All Handicapped Children Act of
, 1975, 189n2
Empowerment
, 58
Ethnicity
pan-ethnicity
, 47
See also Race(ism)
Ethnocentrism
, 199
Exclusionary punishments
, 68, 71, 73–75, 81–85
goals of
, 73
Expulsion
, 43, 44, 66, 67, 72–74, 80, 82, 87, 89, 117
Feedback loops
, 173
Florence County School Dist. IV v. Carter (1993)
, 187
Forest Grove School Dist. v. T.A. (2009)
, 187
Formative feedback systems
, 173
Free and appropriate public education (FAPE)
, 178, 180, 181, 190n4, 190n5, 202–203
Gender
, 18, 94, 102
achievement gap
, 45–46
identity
, 30
role of
, 45
General Certificate of Secondary Education (GCSE)
, 99, 105
Gun Free Schools Act of 1994 (GFSA)
, 4, 43, 72, 80, 85, 86, 117
Hegemony
, 48
Honig v. Doe (1988)
, 178
House rules
, 70, 71
Hypercriminalization
, 44, 53, 54
Identity
gender
, 30
loss of
, 30–31
racial
, 30
Immigration
, 47
Incarceration, systemic pipeline toward
, 174–175
Indignity
, 25, 34
Individualized education program (IEP)
, 181
Individuals with Disabilities in Education Act of 2004 (IDEA)
, 139, 143, 170, 171, 176–180, 185–187, 189n1, 190n2, 190n5, 191n28, 202
child fund provision
, 177, 181–182
parental enforcement of
, 181–182
Infractions
, 67, 72, 73, 80–84
minor
, 76
subjective, in code of conduct
, 83–84
Injustice
economic
, 26
racial
, 26
See also Justice
Instititionalization
, 16, 24–25
Institutional distance from law
, 179–180
Insubordination
, 67, 68, 72, 74, 85, 87
defined
, 83
International Institute for Restorative Practices
, 132
Interventions
, 6, 9, 11
Isolation
, 5
Justice
restorative
, 6, 68, 113–133, 161, 201–202
social
, 7, 46, 131, 136, 202
See also Injustice
Juvenile detention
, 53
Juvenile justice system
, 2, 3, 5, 43, 44, 73, 85
K-12 schools
, 2, 27, 68, 170
Language
, 47
LatCrit framework
, 46, 47
Latino students
, 2, 3, 5, 42, 45, 53, 59n1, 92
Leverage points
, 173
activated by disability rights law
, 178–179
addressed by systems theory
, 175–178
Little Britain
, 101
Marginalization
, 92–94
Masculinity
, 93, 95–96, 100
Medicaid
, 190n3
Medicalization of deviance
, 139
Meritocracy
, 46
Microaggressions
, 129
Mills v. Board of Ed. of the District of Columbia (1972)
, 178
Misbehavior, criminalization of
, 75–76
Modernization
, 16
Moral economy of whiteness
, 101
Moral entrepreneurship
, 16
Morgan v. Chris L. (1994, 1997)
, 185
Multispatial criminalization
, 53
NAACP
Legal Defense Fund
, 3
National Center for Educational Statistics (NCES)
, 42, 59–60n2
National Child Traumatic Stress Network-Core Data Set (NCTSN-CDS)
, 180
New York City Department of Education
, 114, 115
Noninherent dignity
, 17
Nonviolent communication
, 197
Objectivity
, 46
Office discipline referrals (ODRs)
, 141, 153, 154
Office for Standards in Education, Children’s Services and Skills
, 93
Office of Civil Rights
, 5, 66
Olmstead v. L.C. (1999)
, 179, 180, 190n10
Otherness
, 18
Pan-ethnicity
, 47
Pathologization of White working-class
, 92–99, 199–200
in society
, 97–98
through schooling practices
, 98–99
unteachable Whites
, 101–108
Pedagogy of Freedom (P. Freire)
, 55
Pennsylvania Association for Retarded Children (PARC) v. Commonwealth (1972)
, 178
Personal narrative approach
, 20
Phenotype
, 47
Physical violence
, 24
Police(ing)
, 92, 105–108
infractions
, 43
violence
, 114
Policy recommendations
, 86–89
Positive behavioral intervention and support (PBIS)
, 6, 9–10, 201–202, 204
Poverty
, 47, 92, 94, 98, 102, 106, 108
Prejudice
, 116
racial
, 117
Pride
, 58
Principals, role of
, 7
Punishment
, 5, 65–89, 199
exclusionary
, 68, 71, 73–75, 81–85
Pupil Referral Unit (PRU)
, 92, 101, 105–108
Race(ism)
, 18, 117
institutional
, 94
neutrality
, 46
symbolic violence of
, 23
See also Ethnicity
“Race is Not Neutral,”
, 2–3
Racial and linguistic minorities
, 2
Racial discrimination
, 116, 129
Racial identity
, 30
Racial injustice
, 26
Racial prejudice
, 127–130
Referrals
, 43
Rehabilitation Act of
, 1973, 172, 190n10
Relational trust
, 116, 117, 127–130
Relationship brokering
, 133n4
Religion
, 47
Response to intervention (RTI)
, 138–141, 146, 154, 157, 202
Restorative justice
, 6, 68, 161, 201–202
Black teachers on
, 113–133
implications of
, 132–133
racial prejudice and
, 127–130
relational trust and
, 127–130
role of
, 119
students’ reality and
, 124–127
suspension and
, 122–124
Restorative public school, double consciousness of
, 130–132
Revolutionary love
, 55, 57, 58
Right to transition services
, 187–188
Riva Ridge School District
, 77–79, 83, 84
Safe Schools Act
, 43
School Based Intervention Team (SBIT)
, 152–153
School discipline
, 23, 34, 113–133
policies
, 42, 43, 54–56
School leaders
, 202
School practices
, 91–109
School push-out
, 136
Schools
boarding
, 69
discipline
, 23, 34, 42, 43, 54–56, 113–133
dropping out of school
, 5
as holding tanks
, 66
K-12
, 2, 27, 68, 170
restorative public
, 130–132
as total institutions
, 68–71
School-to-prison pipeline (STPP)
, 15–38, 135, 139, 161
construction of
, 3–5
creation of
, 84–85
defined
, 3
discipline
, 65–89
efforts to reverse trends
, 5–6
ending
, 203–204
frontline guidelines, resisting
, 41–60, 197–199
future perspectives of
, 195–204
interrupt and reversed by disability rights law
, 182–186
punishment
, 65–89, 199
systemic, toward incarceration
, 174–175
systems theory analysis
, 169–191
White working-class
, 92, 96, 106, 109
Self-development
, 116
Self-esteem
, 57
Self-worth
, 27, 28
Sense of self. See Identity
Sexual abuse
, 24
Sexuality
, 47
Social justice
, 7, 46, 131, 136, 202
Stereotyping
, 103–104
Stock, defined
, 173
Students’ reality, and restorative justice
, 124–127
Student Staff Support Team (SSST)
, 152
Student–student relationship
, 56
Students with disabilities
, 170, 176–178, 180, 181, 187, 190n5
Student–teacher relationship
, 56, 116
Supportive School Discipline Initiative
, 117
Surveillance
, 92
Suspension
, 43, 44, 66, 67, 73–75, 81–82, 87, 89, 117, 121, 136, 176
defined
, 73
and restorative justice
, 122–124
Symbolic violence of racism
, 23
Systemic pressures
, 176–177
Systems, defined
, 172–173
Systems theory
, 169–191
in education
, 173–174
institutional distance from law
, 179–180
leverage points addressed by
, 175–178
right to transition services
, 187–188
systemic pipeline toward incarceration
, 174–175
Tardiness
, 72
Teachers, role of
, 7
Teacher–student racial matching efforts
, 4
Teacher–student relationship
, 56, 116
Total institution theory
, 66–71
defined
, 66, 68
features and characteristics of
, 69–70
types of
, 68–69
Transformational resistance
, 55, 57, 58
Transnationality
, 47
Truancy
, 69, 72, 74
United States Department of Education
Supportive School Discipline Initiative
, 117
United States Department of Justice
Supportive School Discipline Initiative
, 117
Victimization
, 43
Violence
, 25, 80–81
community
, 114
physical
, 24
police
, 114
reduction of
, 43
symbolic, of racism
, 23
Waterloo Road
, 101
Where Do We Go from Here: Chaos or Community? (M. L. King, Jr.)
, 136
White working-class
, 91–109
educational inequality
, 94–96
implications of
, 108–109
interaction with police
, 105–108
masculinity
, 93, 95–96
pathologization of
, 92–99, 199–200
Pupil Referral Unit
, 92, 101, 105–108
unteachable Whites, pathologization of
, 101–108
Zero tolerance policies
, 4–7, 16, 42–47, 49–52, 54, 67, 71, 72–73, 75, 80, 85–86, 92, 114–115, 117, 118, 121, 122, 204
- Prelims
- Introduction and Overview
- The Indignities on Which the School-to-Prison Pipeline is Built: Life Stories of Two Formerly Incarcerated Black Male School-Leavers
- Resisting the School-to-Prison Pipeline Utilizing Guidance from the Frontlines: Chicano Student Experiences as a Source of Knowledge and Strength
- Discipline and Punishment: How Schools are Building the School-to-Prison Pipeline
- Pathologizing the White “Unteachable”: South London’s Working-Class Boys’ Experiences with Schooling and Discipline
- “What Are We Restoring?” Black Teachers on Restorative Discipline
- Can PBIS Build Justice Rather Than Merely Restore Order?
- 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
- What We Can Do Right Now: What Needs Further Research?
- About the Editors and Contributors
- Index