Prelims
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
Citation
(2017), "Prelims", Okilwa, N.S., Khalifa, M. and Briscoe, F.M. (Ed.) 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. i-xi. https://doi.org/10.1108/S2051-231720160000004001
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
Half Title Page
The School to Prison Pipeline: The Role of Culture and Discipline in School
Series Page
Advances in Race and Ethnicity in Education
Series Editors: Joy Lawson Davis and James L. Moore III
Recent Volumes:
| Volume 1: | Black Male Teachers: Diversifying the United States’ Teacher Workforce – Edited by Chance W. Lewis and Ivory A. Toldson |
| Volume 2: | African American Male Students in PreK-12 Schools: Informing Research, Policy, and Practice – Edited by James L. Moore III and Chance W. Lewis |
| Volume 3: | Gifted Children of Color around the World: Diverse Needs, Exemplary Practices, and Directions for the Future – Edited by Joy Lawson Davis and James L. Moore III |
Title Page
ADVANCES IN RACE AND ETHNICITY IN EDUCATION VOLUME 4
THE SCHOOL TO PRISON PIPELINE: THE ROLE OF CULTURE AND DISCIPLINE IN SCHOOL
EDITED BY
NATHERN S. OKILWA
University of Texas at San Antonio, TX, USA
MUHAMMAD KHALIFA
Michigan State University, MI, USA
FELECIA M. BRISCOE
University of Texas at San Antonio, TX, USA
United Kingdom – North America – Japan India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2017
Copyright © 2017 Emerald Publishing Limited
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78560-129-3 (Print)
ISSN: 2051-2317 (Series)
ISBN: 978-1-78560-128-6 (Online)
ISBN: 978-1-78714-342-5 (Epub)
List of Contributors
| Brian Boggs | Michigan State University, USA |
| Joshua Bornstein | Felician University, USA |
| Felecia M. Briscoe | University of Texas San Antonio, USA |
| Christopher Dunbar | University of Illinois at Urbana-Champaign, USA |
| Decoteau J. Irby | University of Illinois at Chicago, USA |
| Andrea Kalvesmaki | University of Utah, USA |
| Muhammad Khalifa | University of Minnesota, USA |
| Hilary Lustick | Texas State University, USA |
| Nathern S. Okilwa | University of Texas at San Antonio, USA |
| Hugh Potter | Michigan State University, USA |
| Garth Stahl | University of South Australia, Australia |
| Joseph B. Tulman | University of the District of Columbia, USA |
| Brenda G. Valles | University of Utah, USA |
Dedication
We dedicate this book to those students who struggle through the schooling process as well as those educators who advocate on their behalf. May schools be places of opportunity for all students and not just for some!
Acknowledgments
A number of people, outside the editors and authors, contributed to the completion of this blind peer-reviewed book. As coeditors, we acknowledge, with great appreciation, the time and expertise of the reviewers listed below. Their substantive feedback to each author helped refine and improve the quality of the chapters presented herein.
Erin Atwood, Texas Christian University
Jason Brayden, University of Texas at San Antonio
Becky Cohen, Council of State Governments Justice Center, Austin, Texas
Heather Cole, University of Texas at Austin
Amanda Cordova, University of Texas at San Antonio
Brad Davis, University of Texas at Arlington
Barbara Pasey, University of Texas at Austin
Catherine Robert, University of Texas at San Antonio
Daniel Spikes, Iowa State University
Meagan Sumbera, A&M University
- 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