Counternarratives of Students' Experiences Returning to Comprehensive Schools from an Involuntary Disciplinary Alternative School

Autor/inn/en	Kennedy, Brianna L.; Acosta, Melanie M.; Soutullo, Olivia
Titel	Counternarratives of Students' Experiences Returning to Comprehensive Schools from an Involuntary Disciplinary Alternative School
Quelle	In: Race, Ethnicity and Education, 22 (2019) 1, S.130-149 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1376634
Schlagwörter	Nontraditional Education; Student Experience; Student Placement; Discipline; Student Attitudes; Critical Theory; Race; Safety; Middle School Students; Student Adjustment; Racial Bias; African American Students; Minority Group Students; Student Behavior; Teacher Attitudes; Administrator Role; Barriers + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Studienerfahrung; Schülerpraktikum; Disziplin; Schülerverhalten; Kritische Theorie; Rasse; Abstammung; Sicherheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Adjustment; Studentin; Adaptation; Racial discrimination; Rassismus; African Americans; Afroamerikaner; Student behaviour; Lehrerverhalten
Abstract	Educators' excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students' experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01