Disrupting the Carceral State through Education Journey Mapping

Autor/in	Annamma, Subini
Titel	Disrupting the Carceral State through Education Journey Mapping
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 9, S.1210-1230 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1214297
Schlagwörter	Critical Theory; Race; Qualitative Research; Discipline; Special Education; Student Behavior; Correctional Institutions; Minority Group Students; Institutionalized Persons; Disabilities; Violence; Females; Crime; Suspension; Juvenile Justice; Interviews + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Qualitative Forschung; Disziplin; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Jugendstrafvollzug; Handicap; Behinderung; Gewalt; Weibliches Geschlecht; Crimes; Delict; Delicts; Delikt; Ausschluss; Schulausschluss; Jugendgerichtshilfe; Interviewing; Interviewtechnik
Abstract	The School-to-Prison Pipeline is an alarming trend of funneling children of color out of schools and into incarceration. Yet the focus on the Pipeline neglects the ways society is imbued with a commitment to criminalizing unwanted bodies. In this empirical article I foreground a spatial analysis, making connections to the socio-spatial dialectic, exploring the nature of the Pipeline within a carceral state, and establishing who is vulnerable to state violence. Next I frame the work through Disability Critical Race Theory and the methodological tool of Education Journey Mapping, investigating both the social and spatial processes through the dimensions of mapping. Finally I document findings, making visible the socio-spatial education trajectories of incarcerated young women of color. The purpose of this article then, is to explore the social and spatial mechanisms that funneled girls of color with disabilities into the carceral state, and ways the girls resisted the state violence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01