Reimagining School Discipline for the 21st Century Student
Engaging Students, Practitioners, and Community Members
A volume in the series: Contemporary Perspectives on Access, Equity, and Achievement. Editor(s): Chance W. Lewis, University of North Carolina at Charlotte.
Regularly, schools and their personnel enact school disciplinary practices without considering how to harness the engagement of students, practitioners, and communities to enact transformative changes that reduce if not eliminate punitive school discipline approaches. Reimagining School Discipline for the 21st Century centralizes the assets and strengths of historically marginalized students and the professional knowledge of school personnel as possible avenues to implement solutions to eliminate school discipline disproportionality. Rather than redressing the issues of school discipline disproportionality overall, this book examines the existence of school on student groups who, according to research and national and state reports, are afflicted the most: African American, Latinx, Native American, and LGBTQ+ population. A confluence of these identities can exacerbate such disproportionality, which based on the literature decreases the academic growth of students. However, situated within these disparities are opportunities to better and critically engage students based on their cultural, racial/ethnic, and social emotional learning assets.
The significant feature of this book lies in its purpose and audience reach. Each chapter was written based on the scholar’s affinity to that student group or practitioner’s affiliation to that specific profession. This provides a genuine perspective and knowledge based on first hand experiences concerning school discipline and applicable approaches to remedy such issues. Additionally, all the chapters articulate the pressing issue of school discipline according to their group, and explicates best-practices to best serve the assets of students in K-12 school settings. As this book is situated, the intended audience is for the following stakeholders, policy makers, social workers, school counselors, school administrators, teachers, and community organizers who want to make impactful and socially-just changes in their school(s) immediately.
Dedication. Introduction. Humanize First, Discipline Second: Unadultifying African American Students in K–12 Schools, Shanique Lee, Erin L. Harden, and John A. Williams III. The Racialized Experiences of Latinx Youth in Continuation High Schools, Edwin Hernandez, Michelle A. Myers, and Alex Ojeda. School Discipline and the LGBTQ+ Youth, Michelle A. Stanley and Dave Frantzreb. Colonization Continued: Disproportionate Discipline of American Indian Students in K–12 Schools, Brittany D. Hunt and Kenneth L. Bowen. Disrupting Disproportionate Discipline Through Teacher Identity Discourse, Stephanie A. Thomas, Eugenia Hopper, and Tiffany Hollis. The Consciousness Gap: White Teachers at the Crossroads of Gifted Education and Discipline Disproportionality, Lenora Crabtree and Katie Wagner. School Social Workers and the Critical Framework for Increasing Equity in School Discipline, Sonyia C. Richardson and Tia Dolet. We Are the Bridge Builders: School Counselors’ Role and Work in Connecting Stakeholders and Promoting a Just and Positive School Discipline Climate, Merry Leigh Dameron. So Many Consequences, Not Enough Change: Alternative Perspectives on School Discipline From School Administrators, Jackie Barone. Epilogue: Reimagining School Discipline in Unison: The Momentum Forward, About the Authors.
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