Description
Book SynopsisThis volume examines the school-to-prison pipeline, a concept that has received growing attention over the past 1015 years in the United States. The pipeline refers to a number of interrelated concepts and activities that most often include the criminalization of students and student behavior, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. Given the demographic composition of public schools in the United States, the nature of student performance in schools over the past 50 years, the manifestation of school-to-prison pipeline approaches pervasive throughout the country and the world, and the growing incarceration rates for youth, this volume explores this issue from the sociological, criminological, and educational perspectives. Understan
Trade ReviewHow does one begin to unwind the weft of fear, anger, and misrepresentation of the Black American male? It is impossible to go three consecutive days without the murder of a Black man by ‘mistake’ and ‘misrepresentation,’ yet clearly on purpose. Multiple incarcerations of Black men happen consistently, with blatant comparison to White men who serve no time for similar crimes. This book begins the task of historicizing, documenting, and positioning the incarceration of Black Americans as authors investigate policy, laws, and the injustices which have become daily and unremarkable in the United States. Authors argue for a rational and fair examination of the penal system and direct pipeline which streams Black men into prison. Prepare yourself for research which uncovers an American travesty, a twenty-first century Middle Passage. -- Shirley R. Steinberg, The University of Calgary
The effectiveness of schools in fueling the carceral nation, and of prisons in necessitating educational apartheid, are neither accidental nor signs of failed systems. In Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline, Fasching-Varner and colleagues shed light on the numerous and entrenched ways that the school-prison nexus is structured as such, and ways to find hope in its abolition. -- Kevin Kumashiro, University of San Francisco
Table of ContentsForeword, Bettina L. Love Chapter 1. Free-Market Super Predators and the Neo-liberal Engineering of Crisis: Examining 21st Century Educational & Penal Realism, Kenneth J. Fasching-Varner, Lori L. Martin, Roland W. Mitchell, Karen P. Bennett-Haron, & Arash Daneshzadeh Chapter 2. Too Much, Too Little, But Never Too Late: Countering the Extremes in Gifted and Special Education for Black and Hispanic Students, Donna Y. Ford, Gilman W. Whiting, Ramon B. Goings, and Sheree N. Alexander Chapter 3. Pipeline in Crisis: A Call to Sociological and Criminological Studies Scholars to Dismantle the School-to-Prison Pipeline, Melinda Jackson, Tifanie Pulley, and Dari Green Chapter 4. “I got in trouble, but I really didn’t get caught:” The discursive construction of ‘Throwaway Youth’, Tracey M. Pyscher and Brian D. Lozenski Chapter 5. Lyrical Interventions: Hip Hop, Counseling Education, and School-to-Prison, Arash Daneshzadeh and Ahmad Washington Chapter 6. Crapitalism: Toward a Fantasyland in the Wal-Martization of America’s Education and Criminal Justice System, Dari Green, Melinda Jackson, and Tifanie Pulley Chapter 7. Loving To Read…And Other Things of Which I Have Become Ashamed, Michael J. Seaberry Chapter 8. Breaking the Pipeline: Using Restorative Justice to Lead the Way, Kerii Landry-Thomas Chapter 9. In and of Itself a Risk Factor: Exclusionary Discipline and the School-to-Prison Pipeline, Russell J. Skiba, Mariella I. Arredondo, and Natasha T. Williams Chapter 10. Unpacking Classroom Discipline Pedagogy: Intent vs. Impact, Tonya Walls, Janessa Schilmoeller, Irvin Guerrero, and Christine Clark Chapter 11. The Role of Teacher Educators in the School-To-Prison Pipeline: A Critical Look at Both a Traditional Teacher Education Program and an Alternative Certification Route Model, James L. Hollar and Jesslyn R. Hollar Chapter 12. Exiting the Pipeline: The Role of a Digital Literacy Acquisition Program within the Orleans Parish Prison Reentry Process, Gloria E. Jacobs, Elizabeth Withers, and Jill Castek Chapter 13. Punishing Trauma: How Schools Contribute to the Carceral Continuum Through It’s Response to Traumatic Experiences, Devon Tyrone Wade and Kasim S. Ortiz Chapter 14. Still Gifted: Understanding the Role of Racialized Dis/ability in the School-to-Prison Pipeline, Kelsey M. Jones Chapter 15. The Fight to Be Free: Exclusionary Discipline Practices and the School-to-Prison Pipeline, Runell King Chapter 16. The Criminalization of Blackness and the School-to-Prison Pipeline, Jahaan Chandler Chapter 17. Growing Teachers, Not Prisoners: The Potential for Grow Your Own Teacher Preparation Programs to Disrupt the School-to-Prison Pipeline, George Sirrakos Jr. and Tabetha Bernstein-Danis
