Can PBIS Build Justice Rather Than Merely Restore Order?

Abstract

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and support (PBIS) as an alternative they thought would be therapeutic rather than punitive. However, the PBIS system traded a disciplinary system of control for a medicalized system of restoring order. Unwanted behavior came to be defined as evidence of possible behavioral disability. Hence, the PBIS system exchanged one deficit identity of “disorderly” student for another of “disordered” student, subsuming other considerations of race, class, and gender identity. Following the study’s findings, this chapter proposes more liberatory practices for PBIS that interrupt dominant culture discourses of normal behavior and power, and hold promise for establishing justice, rather than simply reinstating order.

Citation

Bornstein, J. (2017), "Can PBIS Build Justice Rather Than Merely Restore Order?", 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. 135-167. https://doi.org/10.1108/S2051-231720160000004008